A Regression Model Approach to First-Year Honors Program Admissions Serving a High-Minority Population

Autor/in	Rhea, David M.
Titel	A Regression Model Approach to First-Year Honors Program Admissions Serving a High-Minority Population
Quelle	In: Journal of the National Collegiate Honors Council, 18 (2017) 1, S.135-147 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-0151
Schlagwörter	Regression (Statistics); Honors Curriculum; College Freshmen; Admission Criteria; Minority Group Students; Hispanic American Students; African American Students; Standardized Tests; Scores; Predictor Variables; High School Students; Grade Point Average; Academic Achievement; College Readiness; White Students; Statistical Analysis; Illinois + Suchen Sie Ihr Suchwort? Regression; Regressionsanalyse; Studienanfänger; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Standadised tests; Standardisierter Test; Prädiktor; High school; High schools; Oberschule; Schulleistung; Statistische Analyse
Abstract	Many honors programs make admissions decisions based on student high school GPA and a standardized test score. However, McKay argued that standardized test scores can be a barrier to honors program participation, particularly for minority students. Minority students, particularly Hispanic and African American students, are apt to have lower standardized test scores than other ethnic groups according to the 2013 national ACT Profile Reports on "Black/African American Students" and "Hispanic/Latino Students." Thus, honors programs that serve high-minority populations need to find new honors program solutions that will help their university community as well as encourage a high standard of academic excellence. While past research has questioned the usefulness of the standardized test in honors program admissions (Green & Kimbrough; Khé), less attention has been given to honors program admissions standards that work to predict success in honors programs for underserved populations. The purpose of my study is to explore this topic further. My study uPrses stepwise regression analyses to find high school student and institution variables that predict college-level success in honors program admissions. This study adds to past research on admission standards, arguing for more quantifiable and holistic approaches to honors program admissions that reveal a likelihood of success in honors programs and college GPA. The results of this study introduce new variables worthy of future study on the topic of honors program admissions. (As Provided).
Anmerkungen	National Collegiate Honors Council. 1100 Neihardt Residence Center, University of Nebraska-Lincoln, 540 North 16th Street, Lincoln, NE 68588. Tel: 402-472-9150; Fax: 402-472-9152; e-mail: nchc@unl.edu; Web site: http://nchchonors.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01