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Assessing the Impact of the Cambridge International Acceleration Program on U.S. University Determinants of Success: A Multi-Level Modeling Approach
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Shaw, Stuart; Warren, Jayne; Gill, Tim – College and University, 2014
This article focuses on the research being conducted by Cambridge International Examinations (Cambridge) to ensure that its international assessments prepare students as well as other acceleration programs for continued study in U.S. colleges and universities. The study, which builds on previous freshman GPA data modeling work using data supplied…
Descriptors: Foreign Countries, Acceleration (Education), Program Evaluation, College Students
Results of the Use of a Model that Predicts Individual Student Attrition to Intervene with Those Who Are Most at Risk
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Miller, Thomas E.; Tyree, Tracy; Riegler, Keri K.; Herreid, Charlene – College and University, 2010
This article describes the early outcomes of an ongoing project at the University of South Florida in Tampa that involves using a logistics regression formula derived from pre-matriculation characteristics to predict the risk of individual student attrition. In this piece, the authors will describe the results of the prediction formula and the…
Descriptors: Mentors, Student Attrition, Models, Multiple Regression Analysis
Limiting Effect of Predictive Validity on the Expected Accuracy of Admissions Decisions
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Whitney, Douglas R.; Boyd, Norlin W. – College and University, 1971
Descriptors: Admission Criteria, Decision Making, Higher Education, Measurement
Admissions Test Validity: Additional Corrections for Restriction Effects.
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Perrin, David W. – College and University, 1980
Two methods of estimating the predictive validity of college admissions tests are presented. The first is a multivariate extension of a method presented by Givner and Hynes. The second allows an estimate of the predictive validity of one variable assuming that the other variable is a nationally representative sample. (Author/MLW)
Descriptors: Academic Achievement, College Admission, College Entrance Examinations, Higher Education
Do Admissions Officers Fail the SAT? Testing: Two Views.
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Bracey, Gerald W.; Blackburn, James C. – College and University, 1990
Two differing opinions about the value of the Scholastic Aptitude Test (SAT) in college admissions address these topics: over-reliance on the test as a predictor of student success; omission of some students' scores from institutional profiles; effects of abolition of the test; and admissions officer understanding of psychometrics. (Author/MSE)
Descriptors: Administrator Attitudes, Administrator Qualifications, Admissions Officers, College Entrance Examinations
A Predictive Model for Retention at a Community College Using Non-Intellectual Variables.
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Rowe, Fred A.; Smith, Nancy M. – College and University, 1990
The Work Values Inventory and Self-Directed Search were used to predict retention of students in office occupation majors at Utah Valley Community College. The predictive model distinguished among students either retained (graduated, on-track, and "jobbed-out") and noncompleters. Noncompletion was correctly predicted for about 73 percent…
Descriptors: Community Colleges, Dropouts, Higher Education, Models
Predicting College Graduation for Black and White Freshman Applicants.
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Sanford, Timothy R. – College and University, 1982
A study of Black and White 1974 freshmen explored computing graduation predictions for admissions use. Sex, race, residency, major, high school rank, high school size, Scholastic Aptitude Test scores, and predicted grade point average were used as predictors. Correct predictions occurred for 64.5 percent of Blacks, 57.65 percent of Whites. (MSE)
Descriptors: Academic Achievement, Admission Criteria, Black Students, College Admission
Predicting Success in Graduate School Using GRE and PAEG Aptitude Test Scores.
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Bornheimer, Deane G. – College and University, 1984
Performance of limited-English speaking graduate school applicants on the Prueba de Admision para Estudios Graduados aptitude test is compared with Graduate Record Examination results, and the validity of the two tests as predictors of academic success for bilingual doctoral students in the New York University Puerto Rico program is examined. (MSE)
Descriptors: Academic Achievement, Aptitude Tests, Bilingual Students, College Applicants