Predicting College Success with High School Grades and Test Scores: Limitations for Minority Students

Hoffman, John R.; Lowitzki, Katie E.

doi:10.1353/rhe.2005.0042

Cited by 133 publications

(118 citation statements)

References 37 publications

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“…Demographic markers such as age (Sheard, 2009), socioeconomic status (Li & Dockery, 2014), gender (Sheard, 2009), high school performance (Hoffman & Lowitzki, 2005;Richardson, Abraham, & Bond, 2012) and employment (Stinebrickner & Stinebrickner, 2003) have previously been investigated as predictors for academic performance across a range of university degrees. Studies on the effect of age have been inconsistent, with both positive and negative reported correlations for academic success (Naderi, Abdullah, Aizan, Sharir, & Kumar, 2009;Sheard, 2009).…”

Section: Introductionmentioning

confidence: 99%

Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology

Anderton

Evans

Chivers

2016

IJHE

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Students commencing tertiary education enter through a number of traditional and alternative academic pathways. As a result, tertiary institutions encounter a broad range of students, varying in demographic, previous education, characteristics and academic achievement. In recent years, the relatively constant increase in tertiary applications in Australia has not translated to an increase in student retention or graduate numbers. The Health Sciences discipline typically falls within this paradigm, prompting various approaches to promote academic success and overall student retention. In this study, the demographic and previous education of health science students at an Australian University, were analysed along with first year science grades from a core first year anatomy and physiology unit. A generalized linear model (GLM) demonstrated statistically significant relationships between performance in the unit (measured by grade point average) and year 12 Australian Tertiary Admissions Rank (ATAR) subjects (human biology and chemistry; p<0.001) and gender (p<0.001). No significant performance correlation was observed with household socioeconomic status, as measured by socio-economic indexes for areas. Taken together, the results from this study facilitate estimation of academic success by some parameters prior to their commencement at University.

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Section: Introductionmentioning

confidence: 99%

Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology

Anderton

Evans

Chivers

2016

IJHE

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“…The hazard rate in this model gives the instantaneous probability of failing conditional on the student having survived to that point in time. 15 The advantages of the Cox proportional hazard model are that sample size is much larger and it uses more information than an estimation of the individual probits on each semester. 16…”

Section: Reduced Form Resultsmentioning

confidence: 99%

“…A negative coefficient means that a student with a higher value of the variable would be expected to survive longer in school. It is expected that as ability measures such as SAT, ACT, and high 15 Since the model is not continuous, the Breslow approximation is used for ties. 16 Probit estimation are done and the results are similar.…”

Section: Reduced Form Resultsmentioning

confidence: 99%

<em>Non-cognitive Ability, College Learning, and Student Retention</em>

Gray¹,

Swinton²

2017

The Journal of Negro Education

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Recent decades have seen a steady increase in college enrollment rates, which has not been accompanied by a corresponding increase in graduation rates. If this discrepancy is at least partly due to insufficient "effort" exerted by students, policies that aim at rewarding effort explicitly may succeed at increasing graduation rates. This paper uses a unique and rich administrative data set to analyze the impact of the introduction of a new grading policy on performance and retention rates at Benedict College, a Historically Black College in Columbia, South Carolina. According to the new grading policy, grades for freshman and sophomore courses are determined in part by performance on tests and in part by measures of "effort" such as attendance and class participation. The policy was intended to inspire a sense of discipline in students' attitudes towards academic work, in the hope of improving learning and graduation rates. However, the data show that the introduction of the new grading policy was actually followed by an increase in dropout rates, disproportionately due to students with pre-college GPAs above the mean. This paper describes a simple theoretical model that illustrates how this observed change can be a result of the interaction between the increased disutility caused by the larger effort required by the new policy, and the uncertainty that relates effort to knowledge grades, an uncertainty that only disappears after the final grades are assigned. Overall, student SAT composite scores, ACT composite scores and high school GPAs are not great predictors of survival after the policy change.

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“…Deve-se ressaltar a unilateralidade dos estudos, isto é, marcados por oposição ou defesa quanto à reserva de vagas. Outro aspecto observado foi a crítica aos testes de admissão (Hoffman & Lowitzki, 2005), que direcionavam impasses gerados pela intervenção em Políti-cas Universais (caráter universal) para o favorecimento de Políticas Preferenciais (Detterman, 2000;Wightman, 2000).…”

Section: As Três Unidades De Análiseunclassified

Ações afirmativas na educação superior: rumos da discussão nos últimos cinco anos

Guarnieri

Melo-Silva

2007

Psicol. Soc.

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RESUMO: Ações Afirmativas são medidas que visam à democratização do acesso ao emprego e à educação. Nas universidades brasileiras essas ações constituem programas de cotas para a inserção de grupos sociais com histórico de exclusão. No entanto a questão torna-se complexa quando são levantados critérios étnicos para sua definição. O objetivo do presente estudo, de revisão da literatura -do tipo estado da arte -é contribuir para a discussão no cenário brasileiro sobre as ações afirmativas no Ensino Superior a partir do levantamento do estado da arte nos últimos cinco anos. Foram utilizadas bases de dados eletrônicas (SCOPUS e Jstor); e os dados tratados conforme a Análise de Conteúdo de Bardin (1977). Os resultados foram organizados em três unidades de análise: (a) dicotomia entre artigos a favor ou contra as medidas; (b) enriquecimento do debate sobre "diversidade"; e (c) visualização dialética, mais integrada e reflexiva. Os achados contribuem para a compreensão da situação brasileira no cenário atual de proposição de políticas públicas na Educação Superior. PALAVRAS-CHAVES: Estado da arte; ação afirmativa; educação superior. AFFIRMATIVE ACTION IN HIGHER EDUCATION: ROUTES OF DISCUSSION IN THE LAST FIVE YEARSABSTRACT: Affirmative actions are social measures that seek to democratize the access to jobs and education. In Brazilian higher education, those actions consist of programs of vacancy quotes in universities for historically excluded social groups. The issue is complex in relation to defining ethnical and/or social criteria. The aim of this article, using state-of-art literature review, is to contribute in the discussion about affirmative action in Brazilian higher education, based on the survey of the state of the art in the last five years. Electronic data bases were used (SCOPUS and Jstor) and Bardin's (1977) content analysis was carried out. The results were organized into three analysis units: (a) a dichotomy existing between articles for and against the measures; (b) improvement on the debate about "diversity"; and (c) a dialectical, more integrated and reflective view. The findings contributed for elucidating the current state of Affirmative Action in the Brazilian context of devising public policies for higher education. KEYWORDS: State-of-art; affirmative action; higher education.As Ações Afirmativas podem ser compreendidas como medidas de caráter social que visam à democratização do acesso a meios fundamentais -como emprego e educação -por parte da população em geral. O principal objetivo destas medidas consiste em promover condições para que todos na sociedade possam competir igualmente pela conquista de tais meios. No Brasil as ações afirmativas são representadas essencialmente enquanto programas de cotas, isto é, são medidas que priorizam a inserção social de grupos minoritários com histórico de exclusão (étnicos, raciais, sexuais, entre outros) por meio da reserva de vagas.A discussão acerca da implantação de medidas de Ação Afirmativa vem tendo relativa abertura na sociedade, no entanto a quest...

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Predicting College Success with High School Grades and Test Scores: Limitations for Minority Students

Cited by 133 publications

References 37 publications

Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology

Predicting Academic Success of Health Science Students for First Year Anatomy and Physiology

<em>Non-cognitive Ability, College Learning, and Student Retention</em>

Ações afirmativas na educação superior: rumos da discussão nos últimos cinco anos

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