Literaturnachweis - Detailanzeige
| Autor/inn/en | Geiser, Saul; Santelices, Maria Veronica |
|---|---|
| Institution | University of California, Berkeley, Center for Studies in Higher Education |
| Titel | Validity of High-School Grades in Predicting Student Success beyond the Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes. Research & Occasional Paper Series: CSHE.6.07 |
| Quelle | Center for Studies in Higher Education (2007)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monografie |
| Schlagwörter | Forschungsbericht; Predictive Validity; Grade Point Average; College Bound Students; Undergraduate Students; Standardized Tests; Scores; Academic Achievement; College Outcomes Assessment; College Admission; Minority Groups; State Universities; Longitudinal Studies; Graduation; California; SAT (College Admission Test) |
| Abstract | High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that conventional view. The study finds that high-school grade point average (HSGPA) is consistently the best predictor not only of freshman grades in college, the outcome indicator most often employed in predictive-validity studies, but of four-year college outcomes as well. A previous study, UC and the SAT (Geiser with Studley, 2003), demonstrated that HSGPA in college-preparatory courses was the best predictor of freshman grades for a sample of almost 80,000 students admitted to the University of California. Because freshman grades provide only a short-term indicator of college performance, the present study tracked four-year college outcomes, including cumulative college grades and graduation, for the same sample in order to examine the relative contribution of high-school record and standardized tests in predicting longer-term college performance. Key findings are: (1) HSGPA is consistently the strongest predictor of four-year college outcomes for all academic disciplines, campuses and freshman cohorts in the UC sample; (2) surprisingly, the predictive weight associated with HSGPA increases after the freshman year, accounting for a greater proportion of variance in cumulative fourth-year than first-year college grades; and (3) as an admissions criterion, HSGPA has less adverse impact than standardized tests on disadvantaged and underrepresented minority students. The paper concludes with a discussion of the implications of these findings for admissions policy and argues for greater emphasis on the high-school record, and a corresponding de-emphasis on standardized tests, in college admissions. Three appendixes are included: (1) Descriptive Statistics for Predictor and Outcome Variables; (2) Correlation Matrix of Predictor and Outcome Variables; and (3) Multicollinearity Tolerances of Admissions Variables. (Contains 34 notes and 20 tables.) (As Provided). |
| Anmerkungen | Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. Tel: 510-642-5040; Fax: 510-643-6845; e-mail: cshe@berkeley.edu; Web site: http://cshe.berkeley.edu/ |
| Begutachtung | unbekannt |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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