Analyzing Undergraduate Admissions Criteria The Sats And Understanding Students Academic Growth Using Hierarchical Linear Models Item Response Theory And Differential Item Functioning Analyses
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Analyzing Undergraduate Admissions Criteria The Sats And Understanding Students Academic Growth Using Hierarchical Linear Models Item Response Theory And Differential Item Functioning Analyses
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Author : Juan Diego Sanchez
language : en
Publisher:
Release Date : 2007
Analyzing Undergraduate Admissions Criteria The Sats And Understanding Students Academic Growth Using Hierarchical Linear Models Item Response Theory And Differential Item Functioning Analyses written by Juan Diego Sanchez and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with categories.
Dissertation Abstracts International
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Author :
language : en
Publisher:
Release Date : 2008
Dissertation Abstracts International written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Dissertations, Academic categories.
Resources In Education
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Author :
language : en
Publisher:
Release Date : 1990
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990 with Education categories.
Resources In Education
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Author :
language : en
Publisher:
Release Date : 1995
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1995 with Education categories.
Current Index To Journals In Education
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Author :
language : en
Publisher:
Release Date : 1991
Current Index To Journals In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1991 with Education categories.
Predicting Students Academic Performance In College Using A New Non Cognitive Measure
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Author : Sui Huang
language : en
Publisher:
Release Date : 2011
Predicting Students Academic Performance In College Using A New Non Cognitive Measure written by Sui Huang and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
Abstract: There have been voluminous studies upon the potential predictive power of students' non-cognitive attributes such as self-confidence, motivation and student's interaction with institutions on their collegiate performance. While much effort have been put towards identifying the utilities of these attributes, little endeavors have been made to design a concise yet precise composite measure of all the collegiate performance-related non-cognitive attributes. Such measure could be beneficial not just to the future research studies about non-cognitive correlates of students' academic performance in college; it could also be more than informative to the admission officials in higher institutions. The initial intent of this study was to develop an instrument to measure relevant non-cognitive drivers of students' academic performance in college. A Meta analysis was conducted to guide the selection of non-cognitive constructs to include in the proposed instrument. Academic self-efficacy and achievement motivation were the two constructs that were shown to be significantly correlated with students' academic performance in college across research studies. Considering the momentum that student engagement is acquiring in evaluating the quality of higher institutions and predicting students' success in college, the author also included student engagement as one of the constructs to measure. Items were created for each of the aforementioned constructs by reviewing, selecting and revising the existing measures. Face and content validity were established through expert reviews. A forty item initial survey were sent out electronically in two mid-west higher institutions. 497 responses from two Ohio higher institutions were collected. Reliability of the proposed instrument was initially established based on Cronbach's alpha. Classical Test Theory and Item Response Theory as well as Exploratory Factor Analysis were conducted in the refinement of the instrument. Confirmatory Factor Analysis was utilized to validate the construct validity of the final survey, which was consist of the 20 selected items from the initial survey. A structural equation exploration was conducted after establishing the reliability and validity of the proposed survey with the intent of studying the added values of non-cognitive attributes on students' cumulative GPA in college after controlling for the influence of their prior success, which was measured by their high school GPA and SAT scores. Two hypothesized models were tested and compared. Results indicated that students' non-cognitive constructs (i.e. Academic self-efficacy, achievement motivation and student engagement) have significant influence on students' cumulative GPA in college while not taking into account their prior academic success. However, when students' prior academic success was included as covariate in the model, most of the aforementioned non-cognitive attributes were no longer significant predictors of their academic performance in college, which in other words could be interpreted that the aforementioned students' non-cognitive constructs are, to some degree, proxies of their prior academic success, which ultimately influence their performance in college.
How We Justify And Maintain The White Male Academic Status Quo Through The Use Of Biased College Admissions Requirements
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Author : Theodore Micceri
language : en
Publisher:
Release Date : 2007
How We Justify And Maintain The White Male Academic Status Quo Through The Use Of Biased College Admissions Requirements written by Theodore Micceri and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with categories.
Prompted by a puzzling recent growth in the proportions of minority entrants from Community Colleges (CCTs) into the Florida State University System (SUS), the current study analyzed over one million SUS applicants to determine whether any biases in entrance test scores tended to favor either whites over minorities, or males over females. Today, few question the economic value of higher education to individuals. Therefore, anything that interferes with an individual's opportunity to attain a degree costs both individuals and society. As a result of a 7-year, 33% growth in undergraduate students while constant-dollar state funding increased by only 11%, SUS institutions responded by restricting access through more "stringent" admissions requirements, which translates to higher test score requirements. During this time, minority and female entry as First Time in College (FTIC) students remained almost flat, while increasing substantially among CCT students. Tests were initially championed by the American Eugenics Society to "purify" the race of low-grade and degenerate groups such as minorities and the poor (Gibson, 2001), and the only evidence of any predictive value for them in a rather vast research literature, is a low-order relationship with early grades, which is the only outcome to which test makers themselves claim their product relates (Fairtest, 2006; Elert, 1992). As a result of the preceding, this study addressed the following research question: "Do any consistent score differences occur on Standardized Tests between different sexes or race/ethnicities who exhibit the same historic academic performance as measured by high school GPA?" Using data from the Florida SUS Admissions files for all First Time In College (FTIC) applicants to all eleven SUS institutions for the Academic Years 1997-98 through 2005-06, mean test scores (SAT, Quantitative & Verbal Subscores, ACT) were computed for each subgroup at the 1/10th of a point high school GPA level (e.g. 3.6 is one group, 3.7 another). If tests measure what they purport to measure, academic ability, one would expect only random test deviations to occur between groups who exhibit almost identical academic performance as measured by GPA, a reliable, multi-year, multi-source estimate of performance. Consistent deviations from the expected random must therefore reflect bias. Among the 1.1 million student scores submitted to analysis at the same high school GPA, whites consistently outscored minorities by an average difference of over 60 points on the SAT. Whites outscored every minority group. An even greater discrepancy occurred between males and females, with males holding an average advantage of 75 points over females. Considering that ETS (2001) claims a 60 point difference shows a "...true difference in ability," and since females outperform males on every academic performance measure one can choose (graduation, grades, etc.), and in every discipline, even Engineering (Micceri, 2005, p. 10), one must ask: "A true difference on what?" The consistent advantage that whites and males have on such tests suggests a discriminatory bias that ultimately translates into economic, social and status advantages for whites and males over minorities and females. This also assures that faculty in universities remain primarily white and male, because most university faculty earn their doctorates at flagship universities, and elite doctoral programs tend to prefer applicants from other elite programs, who tend to use test scores as entrance requirements. The effects of the discriminatory bias is well documented, most recently by Haycock & Gerald (2006, p. 3), who state about public flagship institutions: "Even as the number of low-income and minority high school graduates in their states grows, often by leaps and bounds, these institutions are becoming disproportionately whiter and richer." (Contains 3 figures and 1 table.) [This document is an Internal Technical Report from the Office of Planning and Analysis, University of South Florida, Tampa, Florida.].
Understanding Undergraduate College Admissions
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Author : Julian Jacklin Zapata
language : en
Publisher:
Release Date : 2025
Understanding Undergraduate College Admissions written by Julian Jacklin Zapata and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2025 with categories.
The U.S. undergraduate college admissions process can be difficult for applicants to navigate. Selective schools evaluate applicants on criteria that can be unclear to students, often generalizing the qualities they seek in a freshman class because of the inherent challenge associated with formally defining what makes, for instance, a Reedie, \emph{a Reedie}. This leads some under-resourced prospective students to make ill-informed decisions regarding their post-secondary careers. This paper proposes a formal causal framework for understanding undergraduate admissions using tools from causal inference, natural language processing, and cluster analysis. We use mediation analysis, directed acyclic graphs, and the potential outcomes framework to model our variables of interests, also employing Latent Profile Analysis, Latent Cluster Analysis, and Structural Topic Modeling to estimate variables we are interested in studying but cannot inherently observe in data. This research proposes two methods for measuring students’ character attributes within the context of college applications and for identifying latent groups based on those attributes that, in turn, reflect the broader character of institutions. Our framework offers a foundation for colleges, students, and support networks to make more informed decisions about which interventions are most likely to drive change in key college outcomes, such as enrollment or admission.
An Integrated Item Response Model For Evaluatingindividual Students Growth In Educational Achievement
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Author : Jennifer Koran
language : en
Publisher:
Release Date : 2009
An Integrated Item Response Model For Evaluatingindividual Students Growth In Educational Achievement written by Jennifer Koran and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.