DISENTANGLING THE ROLE OF HIGH SCHOOL GRADES, <i>SAT</i><sup>®</sup> SCORES, AND SES IN PREDICTING COLLEGE ACHIEVEMENT

Zwick, Rebecca

doi:10.1002/j.2333-8504.2013.tb02316.x

Cited by 31 publications

(27 citation statements)

References 13 publications

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“…The variation on the use of higher education entry criteria among the institution bases itself on research findings done on college performance predictor variables (Zwick, 2013). However; there are inconsistencies among the research results of college performance predictor variables.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Accordingly, this day institutions are focussing the inclusion of multiple measures of admission criteria than a single measure (Atkinson, 2001;Melaku, 2014;Zwick, 2013). For…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…It is a common practice that different institutions depend on prior achievements to predict the success of students in their future performance (Zwick, 2013). However, the types of assessment or test vary from country to country in general and institution to institution in particular.…”

Section: Introductionmentioning

confidence: 99%

“…Different researchers (for example Atkinson, 2001;Scott-Clayton, 2012;Geiser & Santelics, 2007;Melaku, 2014;Zwick, 2013) indicate that high school achievement and college entrance examination scores are among the indicators of candidates' success in higher institutions. However, there are inconsistent research findings on which type of achievement score to rely while selecting candidates for higher institution.…”

Section: Introductionmentioning

confidence: 99%

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Assessing the Contribution of High School Achievements and College Entrance Examination on Pre-service Teachers’ Performance

Gebre¹

2018

EURASIA J MATH SCI T

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The purpose of this study was to assess the contribution of high school achievements and college entrance examination score on college performance of pre-service teachers. To achieve this, the study utilized quantitative correlational research design. Data was collected from 205 pre-service teachers' secondary documents and was analyzed using both descriptive and inferential statistics. Thus; as a result, the study found that college entrance examination and high school transcript were the significant predictors of college level performance and the inclusion of college entrance examination to the admission criteria raised the predictive power of the selection criteria significantly. The study also found that college entrance examination and high school transcript were the most significant predictors for both program college preservice teachers' performance. Thus; this study recommends further research to explore unexplained contributors to college level performance of pre-service teachers.

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Section: Statement Of the Problemmentioning

confidence: 99%

“…Accordingly, this day institutions are focussing the inclusion of multiple measures of admission criteria than a single measure (Atkinson, 2001;Melaku, 2014;Zwick, 2013). For…”

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessing the Contribution of High School Achievements and College Entrance Examination on Pre-service Teachers’ Performance

Gebre¹

2018

EURASIA J MATH SCI T

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“…This work, formally published in Tucker (1963), led to further developments, which were reviewed by Linn (1966) and, later, by Young and Barrett (1992). More recently, Zwick (2013) and Zwick and Himelfarb (2011) conducted further analyses of HSGPA as a predictor of FYA, with a focus on explaining why HSGPA tends to overpredict college performance for students from some demographic subgroups. Braun and Szatrowski (1984a, b) investigated a complementary prediction problem.…”

Section: Predictionmentioning

confidence: 99%

Research on Statistics

Braun

2017

Methodology of Educational Measurement and Assessment

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Since its founding in 1947, ETS has supported research in a variety of areas-a fact attested to by the many different chapters comprising this volume. As a private, nonprofit organization known primarily for its products and services related to standardized testing, it comes as no surprise that ETS conducted extensive research in educational measurement and psychometrics, which together provide the scientific foundations for the testing industry. This work is documented in the chapters in this book. At the same time, a good part of educational measurement and perhaps most of psychometrics can be thought of as drawing upon-and providing an impetus for extending-work in theoretical and applied statistics. Indeed, many important developments in statistics are to be found in the reports alluded to above.One may ask, therefore, if there is a need for a separate chapter on statistics. The short answer is yes. The long answer can be found in the rest of the chapter. A review of the ETS Research Report (RR) series and other archival materials reveals that a great deal of research in both theoretical and applied statistics was carried out at ETS, both by regular staff members and by visitors. Some of the research was motivated by longstanding problems in statistics, such as the Behrens-Fisher problem or the problem of simultaneous inference, and some by issues arising at ETS during the course of business. Much of this work is distinguished by both its depth and generality. Although a good deal of statistics-related research is treated in other chapters, much is not.The purpose of this chapter, then, is to tell a story of statistics research at ETS. It is not the story, as it is not complete; rather, it is structured in terms of a number of major domains and, within each domain, a roughly chronological narrative of key highlights. As will be evident, the boundaries between domains are semipermeable so that the various narratives sometimes intermix. Consequently, reference will also

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Vertical Articulation of Cut Scores Across the Grades: Current Practices and Methodological Implications in the Light of the Next Generation of K–12 Assessments

Kannan

2016

ETS Research Report Series

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Federal accountability requirements after the No Child Left Behind (NCLB) Act of 2001 and the need to report progress for various disaggregated subgroups of students meant that the methods used to set and articulate performance standards across the grades must be revisited. Several solutions that involve either a priori deliberations or post‐hoc adjustments have been offered over the years. In this paper, I provide a methodological review of the alternative cut‐score articulation methods, including some novel solutions (e.g., using predictive methods) that have been proposed in the context of the next‐generation K–12 assessments. In systematically evaluating these methods, I focus on the psychometric challenges they might present and the practical feasibility of their operational implementation. In addition, results from a survey of several state departments of education help to provide information on the prevalence of these methods across the states. Overall, this review shows that none of the alternative methods is completely free of limitation; yet, each method provides solutions that are appropriate for addressing certain methodological and practical requirements. Therefore, in the context of the next‐generation assessments and the need to identify students who are on track to being college and career ready, practitioners are advised to consider a combination of methods and cautioned against overreliance on any single method.

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DISENTANGLING THE ROLE OF HIGH SCHOOL GRADES, SAT^® SCORES, AND SES IN PREDICTING COLLEGE ACHIEVEMENT

Cited by 31 publications

References 13 publications

Assessing the Contribution of High School Achievements and College Entrance Examination on Pre-service Teachers’ Performance

Assessing the Contribution of High School Achievements and College Entrance Examination on Pre-service Teachers’ Performance

Research on Statistics

Vertical Articulation of Cut Scores Across the Grades: Current Practices and Methodological Implications in the Light of the Next Generation of K–12 Assessments

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DISENTANGLING THE ROLE OF HIGH SCHOOL GRADES, SAT® SCORES, AND SES IN PREDICTING COLLEGE ACHIEVEMENT

Cited by 31 publications

References 13 publications

Assessing the Contribution of High School Achievements and College Entrance Examination on Pre-service Teachers’ Performance

Assessing the Contribution of High School Achievements and College Entrance Examination on Pre-service Teachers’ Performance

Research on Statistics

Vertical Articulation of Cut Scores Across the Grades: Current Practices and Methodological Implications in the Light of the Next Generation of K–12 Assessments

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Product

Resources

About

DISENTANGLING THE ROLE OF HIGH SCHOOL GRADES, SAT^® SCORES, AND SES IN PREDICTING COLLEGE ACHIEVEMENT