This article assesses the accuracy of the assumption that undergraduate research leads to better student outcomes. In particular, it examines whether research involvement by undergraduates predicts subsequent academic success, as measured by grade point average (GPA). Consistent with predictions, results from a series of multiple regression…

Student experience and achievement in undergraduate science courses is important for degree retention and generating interest in careers in STEM. Graduate student teaching assistants (GTAs) provide a majority of instruction in STEM laboratory courses at universities and play a critical role in the educational experience of students. Many GTAs…

Group research projects frequently are used to teach undergraduate research methods. This study uses multivariate analyses to examine the characteristics of higher-achieving groups (those that earn higher grades on group research projects) and to estimate the effects of participating in higher-achieving groups on subsequent individual learning…

Testing indicated that college students could predict their own academic achievement with accuracy equivalent to that achieved with other predictor variables such as grade point averages. (GW)

This paper compares the 1972 Norms Edition of the Stanford-Binet Intelligence Scale, Form LM, and the Weschler Intelligence Scale for Children, Revised (1974) from a practitioner's viewpoint. The instruments are compared in relation to (a) standardization data given in the manuals, (b) ease of administration and interpretation, (c) age-range…

Predictability of GPA of college students who successfully appealed admission denial was evaluated by a reciprocal averages technique. Index scores for these high-risk students obtained from 5 of 23 variables correlated significantly with GPA in developmental and cross-validation samples. A trial use of the index to screen in applicants was…

In the study of the effectiveness of traditional methods of evaluation (high school GPA and SAT scores) and subjective methods of evaluation (self, peer, parent, counselor, and teacher perceptions) in predicting the academic performance of 47 disadvantaged college freshmen, traditional methods proved inadequate. Among the subjective methods, peer…

A primary objective of this research was the development of predictors of academic performance and satisfaction for aeronautical engineering students. Three basic types of data used to develop predictors were biographical (historical), academic aptitude (graduate record exam), and individual interests (Strong Vocational Interest Blank) data.…

Study investigated efficacy of predicting academic achievement as measured by the WRAT, using Verbal and Performance scores of WISC-R as predictors. Both tests were given to 155 children referred for psychological evaluations. Performance IQ did not significantly predict academic achievement, and Verbal IQ significantly predicted only Reading and…

Second- and third-graders (N=94) from a suburban New Jersey school who had taken the Boehm test of Basic Concepts as kindergartners were given the Stanford Achievement Test, Form W. The obtained grade scores in each subject area were then correlated with the Boehm Test scores. (Author)

It has generally been shown that the high school record is the best single predictor of college-level achievement, and that the most valid predictors accrue when high school record information is given more weight than selection-test scores in admissions decisions. In actual admissions practice, however, test scores are often given the most…

Describes components of the Prediction System, one section of the computer-based System of Interactive Guidance and Information (SIGI). Students who use the SIGI Prediction System are provided with detailed criterion information and asked to rate themselves. Predictive validities for final grades in four courses were examined. Consistent findings…

Sixty-one children, originally identified at the beginning of kindergarten on the basis of four distinct clusters of observable classroom behavior, were evaluated at completion of first grade. Children in the nonrisk cluster continued to do well, while children in the high-risk cluster were still doing poorly in some areas. (Author)

Multiple linear discriminant function analyses were performed using academic, performance, and personality variables to discriminate among groups of transfers, persisters, and dropouts two years after college matriculation. Analysis of all variables combined added no predictive power beyond that by either subset alone. The results held up on…

This paper describes the value of life change as a nonintellectual predictor of college grades. A correlation was sought between the amount of change experienced and grade point average (GPA) accumulated by students during their freshman year. Three hundred freshmen were evenly divided into low, medium, and high academic risk groups as indicated…