Predictive Validity of Grade Point Averages and of the Miller Analogies Test for Admission to a Doctoral Program in Educational Leadership

Autor/in	Young, I. Phillip
Titel	Predictive Validity of Grade Point Averages and of the Miller Analogies Test for Admission to a Doctoral Program in Educational Leadership
Quelle	In: Educational Research Quarterly, 31 (2007) 2, S.44-54 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-5042
Schlagwörter	Grade Point Average; Academic Achievement; Predictive Validity; Doctoral Programs; Predictor Variables; Program Effectiveness; Cutting Scores; Instructional Leadership; College Entrance Examinations; Graduation + Suchen Sie Ihr Suchwort? Schulleistung; Doktorandenprogramm; Prädiktor; Instruction; Leadership; Bildung; Erziehung; Führung; Aufnahmeprüfung; Abschluss; Graduierung
Abstract	This manuscript evaluates the predictive validity of several predictors used to delimit an initial applicant pool of doctoral candidates at the department/program level. Particular predictors addressed in this manuscript are measures of past academic performance and of future academic potential. Past academic performance is assessed by grade point averages, while future academic potential is assessed by scores from the Miller Analogies Test (MAT) (Miller Analogies Test, 2004). With respect to future academic potential of perspective doctoral candidates, most doctoral programs require applicants to submit results from a standardized examination. In practice, these results are obtained through scores either on the GRE or on the MAT. Of these two measures for potential academic performance of perspective doctoral candidates in the area of educational leadership, research, to date, has focused only on the GRE. Yet to be addressed in this emerging research stream is comparable information about the MAT, and the focus of this manuscript is to partially fill this void in current knowledge. This manuscript does so in several specific ways. First, a compensatory model of decision making is used to assess the predictive validity of past academic performance and of future academic potential for admission to a particular doctoral program in educational leadership. The compensatory model assumes that high scores on one predictor can offset low scores on another predictor and is in contrast to a multiple hurdles model advocating a specific cut score on each predictor in isolation. As such, the compensatory model considers the unique contribution of each academic predictor in light of all academic predictors in combination through a linear equation taking into consideration the inter-correlation among predictor variables used to delimit an initial applicant pool. Second, to assess the predictive validity of past academic performance and of future academic potential for perspective doctoral applicants, field data are collected over a ten year period. Within this time-frame, actual applicants seeking admission to a doctoral program are classified according to their outcome status. That is, perspective doctoral candidates are classified as rejected, as accepted but not graduating, or as graduating. (Contains 2 tables and 1 figure.) (ERIC).
Anmerkungen	Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://www.gram.edu/education/erq/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10