An Empirically-Derived Index of High School Academic Rigor. ACT Working Paper 2017-5

Autor/inn/en	Allen, Jeff; Ndum, Edwin; Mattern, Krista
Institution	ACT, Inc.
Titel	An Empirically-Derived Index of High School Academic Rigor. ACT Working Paper 2017-5
Quelle	(2017), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Quality; Difficulty Level; Academic Standards; College Freshmen; Grade Point Average; Grades (Scholastic); Advanced Courses; Correlation; Scores; Grade 8; Grade 10; Grade 11; English; Chemistry; Algebra; Acceleration (Education); Honors Curriculum; Predictor Variables; College Entrance Examinations; Indexes; Student Records; Gender Differences; Racial Differences; Ethnicity; Institutional Characteristics; Geographic Regions; Standardized Tests; Grade 9; Course Selection (Students); Regression (Statistics); ACT Assessment + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Schwierigkeitsgrad; Studienanfänger; Notenspiegel; Fortgeschrittenenunterricht; Korrelation; School year 08; 8. Schuljahr; Schuljahr 08; School year 11; 11. Schuljahr; Schuljahr 11; English language; Englisch; Chemie; Acceleration; Beschleunigung; Prädiktor; Aufnahmeprüfung; Indexdatei; Schülerakte; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Standadised tests; Standardisierter Test; School year 09; 9. Schuljahr; Schuljahr 09; Course selection; Student; Students; Kurswahl; Regression; Regressionsanalyse; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	We derived an index of high school academic rigor by optimizing the prediction of first-year college GPA based on high school courses taken, grades, and indicators of advanced coursework. Using a large data set (n~108,000) and nominal parameterization of high school course outcomes, the high school academic rigor (HSAR) index capitalizes on differential contributions across courses and nonlinear relationships between course grades and first-year college GPA (FYGPA). Test scores from 8th grade were incorporated in the model to isolate the effect of HSAR. High school courses with the largest contributions to FYGPA were English 11, English 10, Chemistry, and Algebra 2. Participation in AP, accelerated, or honors courses increased HSAR. The correlation of the HSAR index and FYGPA was 0.50 and 0.49 in two cross-validation samples. While the HSAR index was the strongest predictor of FYGPA, it only led to a modest improvement in overall prediction when combined with high school GPA (HSGPA) and ACT Composite score. The predictive strength of the HSAR index was consistent across different types of high schools and colleges, and subgroup differences in the HSAR index were smaller than subgroup differences in ACT Composite score. Implications for high school counselors, researchers, and postsecondary student service personnel are discussed. (As Provided).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01