Predictive Validity of the GRE and GPAs for a Doctoral Program Focusing on Educational Leadership

Autor/in	Young, I. Phillip
Titel	Predictive Validity of the GRE and GPAs for a Doctoral Program Focusing on Educational Leadership
Quelle	In: Journal of Research on Leadership Education, 3 (2008) 1, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-7751
Schlagwörter	Grade Point Average; Predictive Validity; Doctoral Programs; Sampling; Instructional Leadership; College Entrance Examinations; Educational Administration; Administrator Education; Discriminant Analysis; Predictor Variables; Statistical Data; Academic Records; Comparative Analysis; Comparative Testing; Admission Criteria; Leadership Training; Statistical Analysis; Hypothesis Testing; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Instruction; Leadership; Bildung; Erziehung; Führung; Aufnahmeprüfung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Diskriminanzanalyse; Prädiktor; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Führungslehre; Statistische Analyse; Hypothesenprüfung; Hypothesentest
Abstract	Empirical studies addressing admission to and graduation from a doctoral program focusing on educational leadership are noticeably absent within the professional literature, and this study seeks to fill partially this void through testing specific hypotheses. Archival data were used to conduct a three group discriminant analyses where the classification variable consisted of applicants rejected, accepted, or graduated from a doctoral program focusing on educational leadership, and a random sampling process was used to construct a development and a validation sample. The discriminating variables were undergraduate grade point average, graduate grade point average, and percentile scores from the GRE (verbal and quantitative). Results from this study suggest that concerns of applicants and of faculty are not largely misplaced related to the importance of these academic predictors. (Contains 5 tables, 1 figure, 1 footnote, and 2 notes.) (As Provided).
Anmerkungen	University Council for Educational Administration. Curry School of Education 405 Emmet Street PO Box 400265, Charlottesville, VA 22904. Tel: 434-924-6137; Fax: 434-924-3866; e-mail: ucea.org@gmail.com; Web site: http://www.ucea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10