How Useful Are Traditional Admission Measures in Predicting Graduation within Four Years? Research Report 2013-1

Autor/inn/en	Mattern, Krista D.; Patterson, Brian F.; Wyatt, Jeffrey N.
Institution	College Board
Titel	How Useful Are Traditional Admission Measures in Predicting Graduation within Four Years? Research Report 2013-1
Quelle	(2013), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Admission; Grade Point Average; College Entrance Examinations; Prediction; Graduation; College Bound Students; Correlation; Measures (Individuals); Validity; Institutional Characteristics; Hierarchical Linear Modeling; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Aufnahmeprüfung; Vorhersage; Abschluss; Graduierung; Korrelation; Messdaten; Gültigkeit
Abstract	Research has consistently shown that traditional admission measures--SAT® scores and high school grade point average (HSGPA)--are valid predictors of early college performance such as first-year grades; however, their usefulness to predict later college outcomes has been questioned, especially for the SAT. This study builds on previous research showing that both SAT scores and HSGPA are predictive of a more distal measure of college success--college graduation within four years. Moreover, each measure provided unique information to the prediction of graduation, indicating the utility of using both measures in the admission process to elect applicants who are most likely be successful. Finally, the relationships between SAT and HSGPA with four-year graduation rates by institutional control and selectivity (i.e., undergraduate admittance rate) were also investigated. The findings demonstrate the usefulness of traditional admission measures for predicting long-term college outcomes. (As Provided).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01