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The Validity of Academic Predictors for Black and White Students at a Predominantly White University
Peer reviewedPfeifer, C. Michael, Jr.; Sedlacek, William E. – Journal of Educational Measurement, 1971
Descriptors: Black Students, College Desegregation, Grade Point Average, Grades (Scholastic)
Peer reviewedGamache, Leann M.; Novick, Melvin R. – Journal of Educational Measurement, 1985
Differential prediction of two-year grade point average is reported for gender groups within university programs of study. Johnson-Neyman analyses indicated regions on the predictor score scales where differential prediction has practical impact for a significant portion of students. Careful selection of a subset of variables can reduce…
Descriptors: College Entrance Examinations, Grade Point Average, Higher Education, Majors (Students)
Peer reviewedYoung, John W. – Journal of Educational Measurement, 1991
Item response theory (IRT) is used to develop a form of adjusted cumulative grade point average (GPA) for use in predicting college academic performance appropriately for males and females. For 1,564 students at Stanford University (California), the IRT-based GPA was more predictable from preadmission measures than the cumulative GPA. (SLD)
Descriptors: Academic Achievement, College Students, Grade Point Average, Higher Education
Peer reviewedElliott, Rogers; Strenta, A. Christopher – Journal of Educational Measurement, 1988
The reliability of a method of adjusting grade point averages for differences in college-departmental grading standards was examined, using 409 female and 518 male Dartmouth graduates. Such adjustments' effects on predictive validity of high-school grades, Scholastic Aptitude Test scores, and achievement test scores were assessed, including gender…
Descriptors: Achievement Tests, Black Students, College Entrance Examinations, College Graduates
