The Role of Candidate Assessment within Educational Leadership Doctoral Programs

Tucker, Pamela D.; Uline, Cynthia L.

doi:10.1177/105678791502400304

Cited by 3 publications

(9 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although approximately 3,000 students of educational leadership doctoral programs graduate each year, little is known about preadmission criteria and the ability to predict doctoral student performance, particularly in education programs (Knapp, Kelly-Reid, & Ginder, 2011). In addition to strengthening the extant literature base, we attempted to respond to the charge levied by other researchers for faculty members in educational preparation programs to reassess current practices used to recruit and retain students (Tucker & Uline, 2015). Therefore, the purpose of the present study was twofold: (a) to explore relationships between preadmission criteria and student performance ratings and (b) to develop a model to predict student persistence in a doctoral program of educational leadership.…”

Section: Admission Criteria For Educational Leadership Doctoral Studementioning

confidence: 99%

“…The Graduate Record Examination (GRE) was the most commonly used assessment for admissions. PhD programs used the GRE more frequently than EdD programs (86% vs. 67%; Tucker & Uline, 2015). Ten percent of educational leadership programs required the Miller Analogies Test (Tucker & Uline, 2015).…”

Section: Review Of Literaturementioning

confidence: 99%

“…PhD programs used the GRE more frequently than EdD programs (86% vs. 67%; Tucker & Uline, 2015). Ten percent of educational leadership programs required the Miller Analogies Test (Tucker & Uline, 2015). Some programs did not require any exams for admissions including 21% of EdD programs and 14% of PhD programs (Tucker & Uline, 2015).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Ten percent of educational leadership programs required the Miller Analogies Test (Tucker & Uline, 2015). Some programs did not require any exams for admissions including 21% of EdD programs and 14% of PhD programs (Tucker & Uline, 2015). Noting the absence of studies for educational leadership programs, Tucker and Uline (2015) recommended further research on the predictive validity of preadmission criteria for academic and leadership potential of candidates.…”

Section: Review Of Literaturementioning

confidence: 99%

“…The use of previous academic success as measured by grade point average (GPA) is a common variable in selection processes for doctoral students (Tucker & Uline, 2015). When applying to doctoral programs, candidates are asked to provide official transcripts of undergraduate and graduate coursework.…”

Section: Review Of Literaturementioning

confidence: 99%

See 4 more Smart Citations

Admission Criteria for Educational Leadership Doctoral Students in One U.S. Doctoral Program

Jones

2019

IJDS

View full text Add to dashboard Cite

Aim/Purpose: The purpose of this study was to explore relationships between preadmission criteria and doctoral student performance ratings and to develop a model to predict student persistence in one doctoral program of educational leadership. Background: Individuals responsible for program admission decisions have a responsibility to minimize bias in the candidate selection process. Despite an interest in doctoral degree completion, few researchers have examined preadmission criteria and the ability to predict doctoral student performance, particularly in education programs. Methodology: Preadmission variables and postacceptance performance ratings were used in this cross-sectional predictive study (Type 5; Johnson, 2001) of 102 doctoral students in one educational leadership program. Analyses included descriptive statistics, a Pearson r correlation matrix, and predictive discriminant analysis. Contribution: In addition to strengthening the extant literature base, we attempted to respond to the charge levied by other researchers for faculty members in educational preparation programs to reassess current practices used to recruit and retain students. Findings: Using predictive discriminant analysis, we determined that separate models for students of color and White students most accurately predicted program performance, indicating that a one-size fits all approach was not optimal. The GRE-Q and undergraduate GPA were useful predictors of doctoral student persistence. Additionally, the GRE-V and graduate GPA were also useful predictors but differentially so for students of color and White students. Recommendations for Practitioners: We found value in using the GPA and GRE in admission decisions with some modifications. Programs directors are advised to evaluate their own selection processes to understand the utility of their preadmission criteria. Recommendation for Researchers: Although the functions that worked best in predicting continuance were grouped by ethnicity in this study for our students, future researchers might consider disaggregation by gender or some other characteristic to optimally identify a model specific to the student groups represented in their sample. Impact on Society: Working from an activist stance, we use our awareness of the positive correlation between degree attainment and socio-economic mobility in the United States, coupled with the existing realities of students of color who seek access to a space within the dominant culture, to urge admission committees to evaluate closely the variables used in their admission selection and to understand to what extent the selection process results in a fair selection across student groups. Future Research: Future studies could be conducted to understand why these differences exist. Other variables for future researchers to consider include time since the candidates obtained their master’s and bachelor’s degrees, the length of time to obtain those degrees, and the type of degree obtained.

show abstract

Section: Admission Criteria For Educational Leadership Doctoral Studementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%