Traditional and Nontraditional Predictors of College FYGPA and Racial/Ethnic Subgroup Differences

Autor/in	Rickes, Scott
Titel	Traditional and Nontraditional Predictors of College FYGPA and Racial/Ethnic Subgroup Differences
Quelle	(2018), (109 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Alliant International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-2214-0
Schlagwörter	Hochschulschrift; Dissertation; Racial Differences; Predictor Variables; Ethnicity; College Freshmen; Grade Point Average; Selection Criteria; Thinking Skills; Correlation; College Entrance Examinations; Student Diversity; Enrollment Management; Predictive Validity; Accuracy; Subcultures + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Rassenunterschied; Prädiktor; Ethnizität; Studienanfänger; Selection criterion; Auslesekriterium; Denkfähigkeit; Korrelation; Aufnahmeprüfung; Subculture; Subkultur
Abstract	The ability to predict accurately college freshman-year grade point average (FYGPA) in a way that minimizes the adverse impact associated with the predictors traditionally used as acceptance criteria has been an important and controversial topic for several decades. FYGPA is an important measure of educational performance because it is related to postsecondary outcomes such as persistence in college (DeBerard, Spielmans, & Julka, 2004; Wilson, 1983) and degree attainment (Kanarek, 1989; Seidman, 2005). However, the preadmission variables traditionally used to predict FYGPA result in adverse impact (Ployhart & Holtz, 2008). It is possible to reduce adverse impact by using predictors with smaller subgroup differences as selection criteria (De Corte, Lievens, & Sackett, 2007). Finding new ways to compare and select applicants can increase college campus diversity. Students who attend colleges with diverse environment have shown increases in active thinking skills (Gurin, Dey, Hurtado, & Gurin, 2002), critical thinking skills (Astin, 1993), and a greater likelihood of working cooperatively with others (Hurtado, 2001). The goal of this research was to find nontraditional ways to add to the prediction of FYGPA and reduce the adverse impact associated with the predictors traditionally used as preadmissions criteria. The traditional predictors used in this study (SAT, high school grade point average [HSGPA]) produced higher correlations with FYGPA than the nontraditional predictors (Academic Rigor Index, productive follow-through [PFT]). PFT was significantly correlated with FYGPA but did not add incremental validity above and beyond the traditional predictors. Intercept and slope differences for the traditional and a nontraditional variable (PFT) were assessed. These differences were larger for PFT than SAT and HSGPA. Two methods were used to assess the effect of adding a promoter score to PFT on adverse impact for 3 performance groups. Promoter scores led to increases and decreases in adverse impact depending on the group comparison and performance group. The multiple correlation (SAT, HSGPA, PFT) with FYGPA decreased with the addition of a promoter score to PFT. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01