Literaturnachweis - Detailanzeige
| Autor/inn/en | Koretz, Daniel; Yu, Carol; Mbekeani, Preeya P.; Langi, Meredith; Dhaliwal, Tasmin; Braslow, David |
|---|---|
| Titel | Predicting Freshman Grade Point Average from College Admissions Test Scores and State High School Test Scores |
| Quelle | In: AERA Open, 2 (2016) 4, (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2332-8584 |
| Schlagwörter | Predictor Variables; College Freshmen; Grade Point Average; College Entrance Examinations; High School Students; High Stakes Tests; Scores; Mathematics Tests; Language Tests; Comparative Analysis; Correlation; Disadvantaged; Test Format; New York (New York); Kentucky; ACT Assessment |
| Abstract | The current focus on assessing "college and career readiness" raises an empirical question: How do high school tests compare with college admissions tests in predicting performance in college? We explored this using data from the City University of New York and public colleges in Kentucky. These two systems differ in the choice of college admissions test, the stakes for students on the high school test, and demographics. We predicted freshman grade point average (FGPA) from high school GPA and both college admissions and high school tests in mathematics and English. In both systems, the choice of tests had only trivial effects on the aggregate prediction of FGPA. Adding either test to an equation that included the other had only trivial effects on prediction. Although the findings suggest that the choice of test might advantage or disadvantage different students, it had no substantial effect on the over- and underprediction of FGPA for students classified by race-ethnicity or poverty. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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