Prediction of College Grades for All Public Colleges of a State

Hills, John R.

doi:10.1111/j.1745-3984.1964.tb00175.x

Cited by 18 publications

(12 citation statements)

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“…These results compare to the findings reported by Hills (1964). Hills' University of Georgia study reported similar multiple correlations between high school GPA, admission test score, and fi-eshman GPA.…”

Section: Hypothesiscontrasting

confidence: 55%

“…Research on the prediction of college GPA significantly expanded in the post-World War II era with an emphasis on conventional predictor variables such as high school GPA (Hills, 1964), high school graduation class rank (McDonald & McPherson, 1975), and aptitude test scores (Noble & Sawyer, 1989;Nisbet, Ruble, & Schurr, 1982).…”

Section: The Prediction Of College Gpamentioning

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.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…Cross-sectional designs permit a one-time glimpse at variables and criteria (Hills, 1964;Norton-Welsh & Reding, 1992). Any consideration of past events or prior variable influence relies on participant recall or institutional record-keeping.…”

Section: Overall Summarymentioning

confidence: 99%

“…Researcher tested many variables for predictive utility. High school GPA and high school rank consistently led other variables in their contribution to the prediction equation (Hills, 1964;Fincher, 1974;Wade & Walker, 1994). Socioeconomic status (SES) contributed significantly when high, but its influence tapered off as SES dropped (Wright & Bean, 1974).…”

mentioning

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: Hypothesiscontrasting

confidence: 55%

Section: The Prediction Of College Gpamentioning

confidence: 99%

Section: Significance Of the Studymentioning

confidence: 99%

Section: Overall Summarymentioning

confidence: 99%

mentioning

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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Nine Critical Questions About Selective College Admissions

Hills

Gladney

Klock

1967

The Personnel and Guidance Journal

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The rmsgivmgs of college faculty, college administrators, and high school counselors about selective admissions are focused on 9 issues. Data relevant to those issues reveal that: ( 1) prediction of grades is sufficiently accurate to be useful; (2) prediction equations from one year are sound for use in the immediately succeeding years; (3) predictions of first-year grades are related to performance over the 2-year period at a junior college and the 4-year career at a senior college; (4) there may need to be separate prediction procedures for widely different majors, such as science and nonscience; (5) accurate predictions can be made before the student has completed high school;(6) the nonacademic courses students take do not reduce prediction accuracy; (7) introduction of selectivity has not been found to decrease diversity in educational opportunity; (8) grading practices in an institution will tend to fluctuate with the degree of selectivity; and (9) procedures are available to set admissions cutoffs, to provide students with sound counseling information, and to provide a second chance for those who do not meet minimum admissions standards. C OL L E GE S HAVE JUST experienced the most remarkable sudden increase in applicants in decades. Many are turning to selectivity in admissions as a levee against inundation. For many of these colleges there will be misgivings about selection on the basis of predicted academic performance. The trepidations about selective admissions can be posed as nine critical questions.

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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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Prediction of College Grades for All Public Colleges of a State

Cited by 18 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

Nine Critical Questions About Selective College Admissions

The Black Quest for Higher Education: An Admissions Dilemma

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