Predicting College Grades in Predominantly Negro Colleges

Munday, Leo A.

doi:10.1111/j.1745-3984.1965.tb00410.x

Cited by 48 publications

(26 citation statements)

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“…Studies by Munday (1965), Cleary (1968), Peterson (1968), and Punches (1967 concurred. Black males' high school records, relative to Whites and Black female students, poorly predict college success.…”

Section: Prediction By Racementioning

confidence: 99%

“…Both research paths can provide college officials with information and decision-making criteria needed to foster an environment supportive to all students (Hawkins, 1989). Whereas this body of research initially focused on the racial differences between Blacks and Whites (Munday, 1965), research on the prediction of college success, persistence, and graduation currently encompasses numerous racial groups and ethnic backgrounds (Perry, 1981;Ott, 1988;House, 1996;Strage, 2000). Hawkins (1989) emphasized the importance of understanding the variables affecting minority academic achievement and retention in college.…”

Section: Prediction By Racementioning

confidence: 99%

“…The development of prediction equations for Black student using Black student information highlighted more similarities than differences to the prediction of academic achievement and persistence for all students. The SAT predicted academic achievement near the national average at predominantly Black colleges (Munday, 1965).…”

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confidence: 99%

“…First, the national perspective encompasses this study's contribution to the overall body of research in regards to the prediction of college student academic performance and persistence. Since the early correlational studies of Klugh and Bierly (1959), Hills (1964), and Munday (1965, researchers pursued improved prediction methods through the use of theoretical models (Tinto, 1975), The third section addresses the prediction of college student persistence. The fourth section addresses the prediction of student graduation.…”

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confidence: 99%

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The Prediction of College Student Academic Performance and Persistence: The School to College Transition

Taylor¹

2003

PsycEXTRA Dataset

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~lPublic reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send commeciTs regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Sc-rvices, Directorate tor Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302, and to the Offrce of Management and Budget, Papcwork Reduction Prc, AUTHOR(S)MAJ TAYLOR HAROLD A FUNDING NUMBERS PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES)UNIVERSITY OF LOUISVILLE PERFORMING ORGANIZATION REPORT NUMBERCI02-1226 This dissertation addresses the prediction of college student academic performance and persistence of Jefferson County Public School graduates at the University of Louisville. Using multiple regression and discriminant analysis, the research design assesses the predictive potential of six Commonwealth Accountability Testing System (CATS) scores and five college preparation variables beyond the predictive contribution of control variables established by the literature. The control variables are high school GPA, ACT score, race, sex, and socioeconomic status. The criterion variables are first semester college GPA, first year college GPA, and persistence to the sophomore year. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS(ES)THEHigh school GPA and socioeconomic status were statistically significant contributors to each prediction equation. CATS scores accounted for a significant proportion of variance in first year college GPA with control variables already in the equation.This dissertation is divided into five chapters. Chapter I provides an overview of Kentucky's recent education reforms, the purpose of the study, and the three research questions. Chapter II is a review of the literature. The literature includes research on the "Approved for Public Release Distribution Unlimited . This dissertation is divided into five chapters. Chapter I provides an overview of Kentucky's recent education reforms, the purpose of the study, and the three research questions. Chapter II is a review of the literature. The literature includes research on the prediction of college GPA and persistence, prediction relative to nontraditional students, race, and gender, and information supply chain management. Information supply chain management is a business concept informative to this dissertation for its modeling of information flow between educational institutions. Chapter III describes the methodology. Statistical analysis includes descriptive statistics, hierarchical muhiple regression analyses, and discriminant analysis.Chapter IV is a summary of the results. The regression models accounted for 20.1% (p < .01) of the variance in first semester college GPA and 31.4% (/? < .01) of the variance in first year college G...

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Section: Prediction By Racementioning

confidence: 99%

Section: Prediction By Racementioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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The Prediction of College Student Academic Performance and Persistence: The School to College Transition

Taylor¹

2003

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“…Morgan (1968) indicated the utility of the SAT mathematics score for identifying "calculated risk" students. Munday (1965) found that the American College Testing Program (ACTP) battery was as useful for predicting the grades of socially disadvantaged students as it has been found in predicting the grades for other students. A few studies have produced some evidence that perhaps the relative utility of high school grades as predictors of college success for students from socially and economically excluded ethnic groups should be reappraised (Thomas and Stanley, 1969).…”

Section: Minority and Majority Test Performancementioning

confidence: 99%

Testing Practices, Minority Groups, and Higher Education: A Review and Discussion of the Research1,2

Flaugher

1970

ETS Research Bulletin Series

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This paper reviews some of the specific issues that underlie the controversy concerning the use of objective tests by institutions of higher education, as this use affects the selection and attendance by members of minority groups, or those persons designated by the term “disadvantaged.” Following a discussion of the issues, a review of the research literature attempts to reveal what is known about each of them; this is followed by some suggestions for future research efforts.

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The Black Quest for Higher Education: An Admissions Dilemma

Green

1969

The Personnel and Guidance Journal

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Traditional admissions criteria need careful assessment if minority students are to have an opportunity for higher education. Numerous studies have shown that tests involving self-concept of academic ability are often more important in predicting success than are intelligence tests themselves, and aptitude tests are frequently not valid predictions of academic success because they depend too much on an abundant environment and on whether a student has had enough experience to be test-wise rather than test-blind. Once students get to college, tutorial and support services are very effective in increasing their chances for academic success. Admissions policies need to be reconsidered in order to give all segments of our society an opportunity for higher education.-Associate Professor of Educational Psychology Any student who has graduated from an accredited high school and has not attended college before is eligible for a special revised and expanded pre-admission program at the University of Texas. The program has been extended when need exists to the spring semester, as well as the previously available summer session. No numerical limitations exist other than physical limitations of the Austin, Arlington, and El Paso branches. Courses must be chosen from English, mathematics, natural sciences, or language. After passing twelve semester hours of C average work, a student is admitted to regular standing.-University of Texas. 0765-05/PLS

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Predicting College Grades in Predominantly Negro Colleges

Cited by 48 publications

References 0 publications

The Prediction of College Student Academic Performance and Persistence: The School to College Transition

The Prediction of College Student Academic Performance and Persistence: The School to College Transition

Testing Practices, Minority Groups, and Higher Education: A Review and Discussion of the Research1,2

The Black Quest for Higher Education: An Admissions Dilemma

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