Using Admission Tests to Predict Success in College — Evidence from the University of Puerto Rico

Ragan, James F.; Li, Dong; Matos-Díaz, Horacio

doi:10.1057/eej.2010.3

Cited by 5 publications

(5 citation statements)

References 18 publications

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“…This finding confirms those of a previous study using the same database (Ragan et al, 2011), which found that the new GAI is an accurate proxy for predicting student success. In this context, the UPR's new GAI formula might serve as a model for similar moderately selective institutions interested in de-emphasizing the use of tests in order to promote greater equity without comprising standards of academic excellence.…”

Section: Discussionsupporting

confidence: 91%

“…Thus, the GAI can be considered a strong predictor of academic success. These findings confirm those of a previous study using the same data base (Ragan et al, 2011), which found that the new GAI produces the least mean squared error for predicting first-, second-, third-and fourth-year GPA, compared to other measures of academic potential such as the old GAI, HSGPA, and CEEB mathematics and verbal aptitude tests.…”

Section: Relationship Between the Gai And Ggpasupporting

confidence: 89%

“…12 Although the UPR was concerned with equity among students from private and public high schools, rather than with gender equity, its decision to apply equal weights to high-school grades and admission test scores increased the standing of female applicants to UPR relative to the previous admissions policy, since their test scores were also lower than males'. 13 Previous studies by Matos-Díaz (2008) and by Ragan, Li, & Matos-Díaz (2011) had already demonstrated the leveling effect of the new GAI on the general UPRB student body composition. …”

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confidence: 95%

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Modeling College Graduation GPA Considering Equity in Admissions: Evidence from the University of Puerto Rico

Matos-Díaz

García

2014

EPAA

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Over concerns about private school students' advantages in standardized tests, beginning in 1995-96 the University of Puerto Rico (UPR) implemented a new admissions formula that reduced the weight they previously had in the General Admissions Index (GAI), on which its admissions decisions are based. This study seeks to determine the possible effects of the new GAI regarding both its objective of promoting equity in the student body composition and as a measure of academic aptitude capable of predicting student success. With these aims, the study compares the old and new GAI averages of 11 consecutive entering cohorts at the Bayamón campus of the UPR, and models the graduation GPA (GGPA) of 6 of these cohorts. Evidence shows that (a) the new GAI eliminated private school students' advantage over those from public schools and reduced to a minimum the gap between genders; (b) female students obtain significantly higher GGPAs and epaa aape Education Policy Analysis Archives Vol. 22 No. 96 2 exhibit other advantages when compared to males, while public and private school students' academic outcomes are broadly similar; (c) the probability of accessing a determined boundary in the GGPA distribution is significantly and nonlinearly related to the GAI; (d) GGPAs exhibit an uptrend that varies inversely and significantly with the GAI, and (e) the probability of being in the lower bounds of the GGPA distribution increases to the extent that graduates exceed graduation required time. Keywords: college admission; equity; educational opportunities; standardized tests; grade point average; graduation lags; modeling college graduation GPA; Puerto Rico.Modelaje del índice académico de graduación en relación con la equidad en el proceso de admisiones: Evidencia de la Universidad de Puerto Rico Resumen: Preocupada por las ventajas de los estudiantes de escuelas privadas en las pruebas estandarizadas de admisión, a partir de 1995-96 la Universidad de Puerto Rico (UPR) adoptó una nueva política que le otorgaba a estas un peso menor en el Índice General del Ingreso (IGS), en el que se basan sus admisiones. Este estudio busca determinar los efectos posibles del nuevo IGS en relación con su propósito de promover la equidad en la composición del estudiantado, así como en cuanto a medida de aptitud para predecir el éxito académico. Con estos objetivos, el estudio compara los IGS anteriores y nuevos de 11 clases consecutivas de nuevo ingreso en la UPR en Bayamón, y modela el Índice Académico de Graduación (IAG) de seis de estas clases. La evidencia demuestra que (a) el nuevo IGS equiparó a los estudiantes procedentes de escuelas privadas con los de las públicas, y redujo a un mínimo la brecha entre sexos; (b) las estudiantes obtienen un IAG significativamente mayor y exhiben otras ventajas en relación con los varones, mientras que las ejecutorias de los estudiantes de escuelas públicas y privadas son básicamente similares; (c) la probabilidad de acceder a una cota determinada en la distribución del IAG está significativa y n...

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Section: Discussionsupporting

confidence: 91%

Section: Relationship Between the Gai And Ggpasupporting

confidence: 89%

mentioning

confidence: 95%

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Modeling College Graduation GPA Considering Equity in Admissions: Evidence from the University of Puerto Rico

Matos-Díaz

García

2014

EPAA

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“…Em 2001, a universidade da Califórnia eliminou os testes padronizados para ingresso no ensino superior, admitindo os melhores alunos no ensino médio, com base no histórico escolar, com o objetivo de tentar selecionar os candidatos com maior probabilidade de sucesso; o mesmo foi feito em várias universidades do mundo (RAGAN; LI; MATOS-DÍAZ, 2011). No Brasil, em 1996, com a nova Lei das Diretrizes e Bases para a Educação Nacional (LDB n o 9394/96) (BRASIL, 1996), o vestibular deixou de ser a única forma de acesso ao ensino superior, permitindo que as universidades utilizem outros mecanismos de seleção, como o Exame Nacional do Ensino Médio (ENEM) e os vestibulares seriados.…”

Section: Descrição Das Variáveisunclassified

“…(BORDE, 1998;HOEFER;GOULD, 2000;CAIADO;MADEIRA, 2002;PADOIN, 2008;SACKETT et al, 2009;RAGAN;LI;MATOS-DÍAZ, 2011;BALLESTER, 2012;HALPENNY et al, 2012;CILASUN, 2013).…”

Section: Modelos De Regressãomentioning

confidence: 99%

A relação entre o desempenho no vestibular e o rendimento acadêmico no ensino superior: um estudo em uma universidade pública paulista

Baccaro¹

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À minha querida amiga Cristiana Di Primio Gonçalves, seu marido, Leandro, e filho, João Lucas, por me acolherem em sua casa em minha estada em Ribeirão Preto.Ao meu amigo-irmão, Prof. Dr. Fabiano Palhares Galão, por me incentivar e me fazer acreditar no meu potencial.Aos funcionários e professores da FEA-RP, por me propiciarem as condições necessárias para o meu desenvolvimento profissional.Aos professores da Universidade Estadual de Londrina, que passaram seus conhecimentos durante minha graduação e com quem agora posso compartilhar, fazendo parte dessa equipe.A mente que se abre a uma nova ideia jamais voltará ao seu tamanho original. Brazil has experienced, in the past decades, an exponential growth in higher education, with increasing number of institutions, courses, vacancies and enrollment. However, even with such an expansion, college access is still restricted to a few, especially in public universities. Universities use selection processes for entrance in order to choose the most suitable candidates, so thus the chances of success in higher education increase. In this sense, this work was to examine the relationship between performance in the university entrance exam and academic achievement of students of a public university; the performance in the entrance exam was measured by the final score of the student for entrance into the university and academic achievement, the overall average of students who finish the course in their selected careers. This goal was achieved by means of a quantitative study using data from 6055 entering students in 2005, 2006 and 2007, in 12 career areas of Exact and Technological Sciences, Biological Sciences and Humanities. Initial data showed that the average age of entering students is 20 years, most of which were men (64.3%), single (96.5%), with family income up to $ 3,000.00 (59.3%), whose parents, mostly, went to higher education, and elementary and secondary education attended in private schools. From the total students entering the period of analysis, 4237 had university course until the time of data analysis; so, using the data of the graduating students, 4 regression models, one general model and one for each career area were prepared, that is, Exact and Technological Sciences, Biological Sciences and Humanities. It was concluded that the performance in the entrance exam is positively related to academic performance, regardless of career field, that is, better performance in the entrance exam is associated with better academic performance in college. In addition, gender, color, quantity of goods, the type of middle and high school attended by the student, the amount of entrance exams and the cutoff for entrance into careers help explain the academic performance of the graduates from the searched university. Albert

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Predictive Analytics for University Student Admission: A Literature Review

Wong

Chan

2023

Lecture Notes in Computer Science

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Using Admission Tests to Predict Success in College — Evidence from the University of Puerto Rico

Cited by 5 publications

References 18 publications

Modeling College Graduation GPA Considering Equity in Admissions: Evidence from the University of Puerto Rico

Modeling College Graduation GPA Considering Equity in Admissions: Evidence from the University of Puerto Rico

A relação entre o desempenho no vestibular e o rendimento acadêmico no ensino superior: um estudo em uma universidade pública paulista

Predictive Analytics for University Student Admission: A Literature Review

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