Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance

Abstract

This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.

Pre-licensure examination as predictor of licensure examination for teachers result

“…In addition, Arenillo and Arenillo [31] pointed that performance grades in pre-teaching education specifically in areas of general education and professional education are correlated significantly to the performance scores gained in the LET. Likewise, previous studies [9], [32] concluded that general scholastic aptitude scores together with IQ and high school average are significantly correlated with the LET.…”

Admission Criteria as Predictors of Licensure Performances among Graduates of a State University in the Philippine Cordillera Administrative Region

“…Graduates' achievement on licensing exams has developed into a source of prestige and a factor in luring potential students to higher education institutions (HEIs) (Bansiong and Balagtey, 2020). Because success on licensing exams is one of the output factors in the normative financing model used to allocate expenditures to SUCs, it also influences in part the budget that the institution receives (Somosot, Duran, & Rodriguez, 2022).…”

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“…A lot of literature exists on various aspects of the relationship between high school grade point average and college educations. Some such aspects include use of GPA as a predictor of college performance (Kaissidis-Rodafinos & Sideridis, 1998;Hodara & Lewis, 2017;Allensworth & Clark, 2020;Shannon, 2020;Bansiong & Balagtey, 2020), use of high school GPA for college admission (Sawyer, 2013;Alwahibee, 2015), use of standardized tests for college admission (Syverson, 2007;Jiang, 2019;Cai, 2020), and the impact of college admission policies on high school performance (Grau, 2018). However, literature on high school GPA as a predictor of college majors dominantly use probability of success by students in the department and expected earnings of graduates from the department (Montmarquette, Cannings & Mahseredjian, 2002).…”