Predicting Student Accomplishment in College From the Act Assessment

Richards, James M.; S, Lutz

doi:10.1111/j.1745-3984.1968.tb00599.x

Cited by 23 publications

(14 citation statements)

References 10 publications

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“…The NCDPI does state that parents and students should expect scores to be lower than the national average as all grade 11 students will take the test not just those students planning to attend college. The utilization of the ACT to gauge college readiness does have support [23,24] to predict student success especially when coupled with high school grades [25,26], which the current accountability model substitutes for end-of-grade test scores. On face, the North Carolina model appears to be aligned with the available data on how to reasonably predict success beyond high school using standardized assessments and given the research present by Klasik [27] a model that if successful, could contribute to better prepare students and increase college participation.…”

Section: North Carolina School Accountabilitymentioning

confidence: 99%

Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

Kaniuka

2014

ISRN Education

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Since 2001 several states have adopted the requirement that high school students either take the SAT or ACT to assess high school programs or assist students in accessing post-secondary-educational opportunities. In 2012 the state of North Carolina adopted a new accountability program that included the ACT as a measure of college readiness. Previous research on the relationship between school districts and school level performance found that district size had a role in school achievement. This study looked at how district factors influenced the ACT performance of students across North Carolina in an effort to better understand if there were district factors other than size that may be influencing student performance and how high school reforms, given the influence of district factors is meeting the goal of increasing student college readiness. The results of this study are as follows. (1) District factors are related to school level performance, where student race and parental education levels were found to be significant predictors of achievement, (2) the traditional school level factors of race and student socioeconomic status did significantly predict ACT scores, and (3) as a high school reform model, students attending early college high schools did score higher on the ACT as compared to traditional high schools. District and School Factors Affecting Student PerformanceThe association of school district composition or characteristics and student performance is not well documented and when research is available, district size appears to be the factor most often controlled for. For example, Trani [1] found that as district size increased the performance of students in general declined and when coupled with lowwealth students, the performance of these students declined further. These results run counter to other studies that found increases in school district size was associated with higher levels of student performance [2][3][4][5]. It has been suggested that some of the inconsistency in results seems to be contributable to the methods employed to study the hypothesized relationship (see [1]). Including other variables to enhance the understanding how district factors are associated with student performance are wanting and the application of methodological approaches that reflects the organization or schools and districts that may lead to more consistent findings and findings that can be readily applied to district and school reform efforts. In contrast to the lack of research understanding district factors and student performance, there has been a great deal of research on the relationship between school related factors and student achievement. The research has pointed to the influence of student wealth, race, school size, curriculum, teacher preparation, and other variables that were found to predict a reasonable degree of student outcomes [6][7][8][9][10]. For example, Ma and Klinger, in their study of New Brunswick Schools, found that how student and school factors influenced achievement varied over the ty...

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Section: North Carolina School Accountabilitymentioning

confidence: 99%

Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

Kaniuka

2014

ISRN Education

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“…In an earlier study (Richards and Lutz, 1968) these selfreported grades correlated .84 to .87 with college-reported GPA. Each student reported his grade average for his last college term by checking one of the following alternatives: D or lower, D+, C, C+, B, B+, A or A+.…”

mentioning

confidence: 72%

“…The validity of the nonacademic scales has also been studied extensively (Richards, Holland, and Lutz, 1967b;Richards and Lutz, 1968). 29.…”

mentioning

confidence: 99%

Prediction of Academic and Nonacademic Achievement in Two-Year Colleges From the Act Assessment

Baird

1969

Educational and Psychological Measurement

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EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 1969. 29. 421-430. THE growing importance and complexity of two-year colleges emphasizes the need for comprehensive information about twoyear college students. The purpose of the present study is to examine the prediction of academic and nonacademic achievement in twoyear colleges. Specifically, the validity of the ACT assessment is evaluated by predicting college grades and nonacademic achievements for a large sample of two-year college students. The ACT assessment consists of the ACT tests and the Student Profile Section, a short biographical inventory providing information about students' educational and vocational plans, campus needs, and nonacademic achievements. The ACT tests have been validated many times (American College Testing Program, 1965Program, , 1966 and their validity in two-year colleges has been established (Hoyt and Munday, 1966). The validity of the nonacademic scales has also been studied extensively (Richards, Holland, and Lutz, 1967b;Richards and Lutz, 1968). The present study is different from earlier studies in that it is concerned only with two-year colleges and in that it deals with the entire college career rather than just the first year.Method-Predictors. The predictive variables included the following measures: ACT tests. The ACT tests are tests of academic aptitude which yield subtest scores in English, mathematics, social studies, and natural science. Each score is converted to a common scale with a mean of approximately 20 and a standard deviation of about five for college-bound high school seniors. The four subtest scores are avat DALHOUSIE UNIV on June 24, 2015 epm.sagepub.com Downloaded from

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“…The marks were not obtained from official records but were reported by the students themselves. Several recent studies (Baird, 1969;Kirk and Sereda, 1969;Richards and Lutz, 1968) show that correlations between actual and self-reported grades tend to fall in the .80's and .90's. Thus their reliabilities and the predictive validity coefficients would presumably be lower than in most studies using marks within one institution as the criteria.…”

Section: Return (E) Of 12614 or 89 Per Cent Of The May 1968 12th-grmentioning

confidence: 96%

The Measurement of Academic Interests

Norris¹,

Katz²

1970

ETS Research Bulletin Series

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Abstract'I'his study of predictive validities of a.cademic interest measures is based on a follow-up through grade 12 and one year after high school graduation of students who had been tested in grade 11. The report focuses on four major topics:(1) the prediction of marks in grades 12 and 13, with special attention to differential prediction;(2) the prediction of interests in grades 12 and 13, again emphasizing the contribution of academic interest measures to differential prediction; (3) the structure of a.bilities, interests, and values; (4) the relationships between the independent variables and occupati onal criteria for the subsample t.he.t did not continue in an educational institution during the year after graduation from high school. Some incidental attention is also given to interest score profiles for various major-field and occupational groups. Another incidental analysis shows the proportions (classified by sex, socioeconomic status, and ability) of the students followed up after high school graduation who attended four-year or two-year colleges or did not go to college.To assess the distinctive contribution to prediction made by the Academic Interest Measures (AIM), a consistent statistical procedure has been followed. Multiple correlations are given in a progression that always starts with Preliminary Scholastic Aptitude Test scores, Verbal ii and Mathenlatical (PSAT-V and PSAT-M), as predictors; then variables from AIM and other predictors are added successively. A major obligation is undertaken to determine the extent to which AIM increases predictive validities when ability scores, and sometimes previous marks, are already available. Finally, the contribution of AIM is compared with that of a simpler rating by students of their own interests in the fields represented by AIM scales.iii Table of

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Predicting Student Accomplishment in College From the Act Assessment

Cited by 23 publications

References 10 publications

Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

Prediction of Academic and Nonacademic Achievement in Two-Year Colleges From the Act Assessment

The Measurement of Academic Interests

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