ACT Research Report Series: Differential Coursework and Grades in High School: Implications for Performance on the ACT Assessment

Noble, Julie; McNabb, Terry

doi:10.1037/e426282008-001

Cited by 6 publications

(19 citation statements)

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“…Each high school mathematics course completed was associated with a 2-point gain in ACT mathematics scores, and each additional science course was associated with gains of 1.26-1.58 in science (Noble & McNabb, 1989). The completion of mathematics and science courses was associated with increased ACT scores even when controlling for the grades earned in those courses (Noble & McNabb, 1989).…”

Section: Jcpsmentioning

confidence: 99%

“…Additionally, ACT (2014) Noble, Davenport, Schiel, and Pommerich (1999b) established that the variances in ACT exam scores were mostly explained by coursework completed and student GPA (R² = .29 to .52). More specifically, completion of high school mathematics and science courses is highly associated to an increase in ACT scores (ACT, 2014;Noble, Davenport, Schiel, & Pommerich, 1999a, 1999bNoble & McNabb, 1989;Schiel, Pommerich, & Noble, 1996). Each high school mathematics course completed was associated with a 2-point gain in ACT mathematics scores, and each additional science course was associated with gains of 1.26-1.58 in science (Noble & McNabb, 1989).…”

Section: Jcpsmentioning

confidence: 99%

“…When the high school GPA exceeded 3.0, ACT scores served as a stronger predictor of 1st-year college student performance (Noble & Sawyer, 2002;Sawyer, 1989Sawyer, , 2013. Thus, ACT scores are associated with 1st-year college student performance, the association is strengthened when high school GPA is included, and both should be used when determining college course placement (ACT, 2014;Noble et al, 1999aNoble et al, , 1999bNoble & McNabb, 1989;Noble & Sawyer, 2002;Sawyer, 1989Sawyer, , 2013.…”

Section: Jcpsmentioning

confidence: 99%

“…Students who earned higher grades in the recommended coursework also produced higher ACT scores; hence, higher student GPAs are associated with higher ACT scores (ACT, 2014;Noble et al, 1999aNoble et al, , 1999bNoble & McNabb, 1989).…”

Section: Jcpsmentioning

confidence: 99%

“…More specifically, completion of high school mathematics and science courses is highly associated to an increase in ACT scores (ACT, 2014;Noble, Davenport, Schiel, & Pommerich, 1999a, 1999bNoble & McNabb, 1989;Schiel, Pommerich, & Noble, 1996). Each high school mathematics course completed was associated with a 2-point gain in ACT mathematics scores, and each additional science course was associated with gains of 1.26-1.58 in science (Noble & McNabb, 1989). The completion of mathematics and science courses was associated with increased ACT scores even when controlling for the grades earned in those courses (Noble & McNabb, 1989).…”

Section: Jcpsmentioning

confidence: 99%

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The influence of student, neighborhood, and school factors on college readiness : an examination of factors combined as a result of implementing a race- and socioeconomically-based student assignment plan.

Herberger¹

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The influence of student, neighborhood, and school factors on college readiness : an examination of factors combined as a result of implementing a race-and socioeconomically-based student assignment plan. Gregory Paul Herberger University of LouisvilleFollow this and additional works at: https://ir.library.louisville.edu/etd Part of the Educational Assessment, Evaluation, and Research Commons, and the Educational Leadership CommonsThis Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact thinkir@louisville.edu. Recommended CitationHerberger, Gregory Paul, "The influence of student, neighborhood, and school factors on college readiness : an examination of factors combined as a result of implementing a race-and socioeconomically-based student assignment plan." (2016). the district's race-based student assignment and implemented a race-and socioeconomicbased student assignment plan. The purpose of this study was to examine students' backgrounds and school composition factors within a race-and socioeconomic-based

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Section: Jcpsmentioning

confidence: 99%

Section: Jcpsmentioning

confidence: 99%

Section: Jcpsmentioning

confidence: 99%

Section: Jcpsmentioning

confidence: 99%

Section: Jcpsmentioning

confidence: 99%

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The influence of student, neighborhood, and school factors on college readiness : an examination of factors combined as a result of implementing a race- and socioeconomically-based student assignment plan.

Herberger¹

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Sex Differences in Test Performance: A Survey of the Literature

Wilder¹,

Powell²

1989

ETS Research Report Series

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ACT research report series: Predicting college grades from ACT assessment scores and high school course work and grade information

Noble¹

1991

PsycEXTRA Dataset

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This study examined the accuracy of predictions of English, mathematics, social studies, and natural sciences course grades, and of overall freshman GPA. The predictions were based on ACT Assessment test scores and on high school course work and grade information from the ACT Assessment Course Grade Information Section (CGIS). Estimates of prediction accuracy were compared to those obtained using ACT scores and the four self-reported grades from the registration folder (TH index), ACT Assessment scores alone, and CGIS information alone as predictors. Base-year prediction models were developed using student records from the 1986-87 and 1987-88 Prediction Research Services history files; these models were then crossvalidated using data from the same institutions for 1988-89. Separate models were developed and crossvalidated for juniors and seniors. In addition, total group prediction models were developed and crossvalidated separately for juniors and seniors. The results showed that most ACT/CGIS models slightly increased prediction accuracy in some subject areas over that obtained by the TH index. The model based on the four ACT scores and an average of 23 grades improved prediction accuracy over that of the 'IT index for more than 50% of the institutions. The amount of improvement was modest, however. The results clearly supported the use of prediction models based jointly on ACT scores and high school grades, rather than on either ACT scores or grades alone.

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ACT Research Report Series: Differential Coursework and Grades in High School: Implications for Performance on the ACT Assessment

Cited by 6 publications

References 0 publications

The influence of student, neighborhood, and school factors on college readiness : an examination of factors combined as a result of implementing a race- and socioeconomically-based student assignment plan.

The influence of student, neighborhood, and school factors on college readiness : an examination of factors combined as a result of implementing a race- and socioeconomically-based student assignment plan.

Sex Differences in Test Performance: A Survey of the Literature

ACT research report series: Predicting college grades from ACT assessment scores and high school course work and grade information

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