Author: Emily J. Shaw
Publisher:
ISBN:
Category :
Languages : en
Pages : 18
Book Description
This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of self-reported (by the student) and school-reported (by the college/university from the high school transcript) HSGPA, compare these results to prior studies, and provide recommendations on the use of self-reported HSGPA. Results from this study indicated that even though the correlation between the self-reported and school-reported HSGPA is slightly lower than in prior studies (r = 0.74), there is still a very strong relationship between the two measures. The following tables and figure are appended: (1) HSGPA Grading Scales Across Higher Education Institutions in the Study; (2) Recoding of School- and Self-Reported HSGPA; (3) Descriptive Statistics for the Academic Measures (N = 40,301); (4) Self-Reported Versus School-Reported HSGPA Accuracy: Correlations, Percentage of Exact HSGPA Match, Underreporting and Overreporting of HSGPA in Grade Steps by Race/Ethnicity, Parental Income, Parental Education Level and SAT Score Band; (5) Accuracy of Self-Reported HSGPA by HSGPA Value; (6) Percentage of Exactly Matching, Underreporting and Overreporting of HSGPA by Demographic Characteristics in the SAT Score Band; and (7) Self-Reported HSGPA Item on the SAT Questionnaire (2005-2006).
Examining the Accuracy of Self-Reported High School Grade Point Average. Research Report No. 2009-5
Author: Emily J. Shaw
Publisher:
ISBN:
Category :
Languages : en
Pages : 18
Book Description
This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of self-reported (by the student) and school-reported (by the college/university from the high school transcript) HSGPA, compare these results to prior studies, and provide recommendations on the use of self-reported HSGPA. Results from this study indicated that even though the correlation between the self-reported and school-reported HSGPA is slightly lower than in prior studies (r = 0.74), there is still a very strong relationship between the two measures. The following tables and figure are appended: (1) HSGPA Grading Scales Across Higher Education Institutions in the Study; (2) Recoding of School- and Self-Reported HSGPA; (3) Descriptive Statistics for the Academic Measures (N = 40,301); (4) Self-Reported Versus School-Reported HSGPA Accuracy: Correlations, Percentage of Exact HSGPA Match, Underreporting and Overreporting of HSGPA in Grade Steps by Race/Ethnicity, Parental Income, Parental Education Level and SAT Score Band; (5) Accuracy of Self-Reported HSGPA by HSGPA Value; (6) Percentage of Exactly Matching, Underreporting and Overreporting of HSGPA by Demographic Characteristics in the SAT Score Band; and (7) Self-Reported HSGPA Item on the SAT Questionnaire (2005-2006).
Publisher:
ISBN:
Category :
Languages : en
Pages : 18
Book Description
This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of self-reported (by the student) and school-reported (by the college/university from the high school transcript) HSGPA, compare these results to prior studies, and provide recommendations on the use of self-reported HSGPA. Results from this study indicated that even though the correlation between the self-reported and school-reported HSGPA is slightly lower than in prior studies (r = 0.74), there is still a very strong relationship between the two measures. The following tables and figure are appended: (1) HSGPA Grading Scales Across Higher Education Institutions in the Study; (2) Recoding of School- and Self-Reported HSGPA; (3) Descriptive Statistics for the Academic Measures (N = 40,301); (4) Self-Reported Versus School-Reported HSGPA Accuracy: Correlations, Percentage of Exact HSGPA Match, Underreporting and Overreporting of HSGPA in Grade Steps by Race/Ethnicity, Parental Income, Parental Education Level and SAT Score Band; (5) Accuracy of Self-Reported HSGPA by HSGPA Value; (6) Percentage of Exactly Matching, Underreporting and Overreporting of HSGPA by Demographic Characteristics in the SAT Score Band; and (7) Self-Reported HSGPA Item on the SAT Questionnaire (2005-2006).
Measuring Success
Author: Jack Buckley
Publisher: JHU Press
ISBN: 1421424975
Category : Education
Languages : en
Pages : 344
Book Description
Shaw, Kyle Sweitzer, Roger J. Thompson, Meredith Welch, Rebecca Zwick
Publisher: JHU Press
ISBN: 1421424975
Category : Education
Languages : en
Pages : 344
Book Description
Shaw, Kyle Sweitzer, Roger J. Thompson, Meredith Welch, Rebecca Zwick
Examining the Accuracy of Self-Reported High School Grade Point Average
Author: Emily J. Shaw
Publisher:
ISBN:
Category :
Languages : en
Pages : 20
Book Description
[Slides] presented at AERA in Denver, CO in April 2010. This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of self-reported (by the student) and school-reported (by the college/university from the high school transcript) HSGPA, compare these results to prior studies and provide recommendations on the use of self-reported HSGPA. Results from this study indicated that even though the correlation between the self-reported and school-reported HSGPA is slightly lower than in prior studies (r = 0.74), there is still a very strong relationship between the two measures.
Publisher:
ISBN:
Category :
Languages : en
Pages : 20
Book Description
[Slides] presented at AERA in Denver, CO in April 2010. This study examined the relationship between students' self-reported high school grade point average (HSGPA) from the SAT Questionnaire and their HSGPA provided by the colleges and universities they attend. The purpose of this research was to offer updated information on the relatedness of self-reported (by the student) and school-reported (by the college/university from the high school transcript) HSGPA, compare these results to prior studies and provide recommendations on the use of self-reported HSGPA. Results from this study indicated that even though the correlation between the self-reported and school-reported HSGPA is slightly lower than in prior studies (r = 0.74), there is still a very strong relationship between the two measures.
Journal of the First-year Experience & Students in Transition
Author:
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 256
Book Description
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 256
Book Description
Accuracy of Self-reported Course Work and Grade Information of High School Sophomores
Author: Jeff Schiel
Publisher:
ISBN:
Category : Grading and marking (Students)
Languages : en
Pages : 56
Book Description
Publisher:
ISBN:
Category : Grading and marking (Students)
Languages : en
Pages : 56
Book Description
The Accuracy of Self-reported High School Course and Grade Information
Author: Michael J. Valiga
Publisher:
ISBN:
Category : ACT Assessment
Languages : en
Pages : 17
Book Description
Publisher:
ISBN:
Category : ACT Assessment
Languages : en
Pages : 17
Book Description
The Accuracy of Self-reported High School Course and Grade Information
Author: Michael J. Viliga
Publisher:
ISBN:
Category :
Languages : en
Pages : 428
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 428
Book Description
Using Self-reports to Predict Student Performance
Author: Leonard Baird
Publisher: College Board
ISBN:
Category : Education
Languages : en
Pages : 104
Book Description
Publisher: College Board
ISBN:
Category : Education
Languages : en
Pages : 104
Book Description
Accuracy of Self-reported High School Courses and Grades of College-bound Students
Author: Richard Sawyer
Publisher:
ISBN:
Category : College applications
Languages : en
Pages : 168
Book Description
Publisher:
ISBN:
Category : College applications
Languages : en
Pages : 168
Book Description
Measuring Success
Author: Jack Buckley
Publisher: JHU Press
ISBN: 1421424967
Category : Education
Languages : en
Pages : 341
Book Description
"Once touted as the single best way to measure students from diverse backgrounds, schools, and experiences, standardized college admissions tests are now criticized for being hopelessly biased in favor of traditionally privileged groups. Out of this has emerged the test-optional movement that seeks to allow students to apply to schools without sitting through the rigors of the SAT. This book takes a step back and applies rigorous empirical measurements to these rival claims. Drawing upon the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, this edited volume is among the first to investigate the research and policy implications of test-optional practices. It was conceived in response to the editors' frustration with the fragmented and incomplete state of the literature around the contemporary debate on college admissions testing. Many students, teachers, parents, policymakers--frankly, nearly anyone immediately outside the testing industry and college admissions--have little understanding of how admissions tests are used. This lack of transparency has often fueled beliefs that college assessments are biased, misused, or overused. Decades of research on various aspects of testing, such as the predictive validity of assessments, makes a compelling case for their value. But all-too-frequently researchers and admissions officers talk past one another instead of engaging substantively. This collection intends to remedy the situation by bringing these disparate voices together. This book is designed for provosts, enrollment managers, and college admissions officers seeking to strike the proper balance between uniformity and fairness"--
Publisher: JHU Press
ISBN: 1421424967
Category : Education
Languages : en
Pages : 341
Book Description
"Once touted as the single best way to measure students from diverse backgrounds, schools, and experiences, standardized college admissions tests are now criticized for being hopelessly biased in favor of traditionally privileged groups. Out of this has emerged the test-optional movement that seeks to allow students to apply to schools without sitting through the rigors of the SAT. This book takes a step back and applies rigorous empirical measurements to these rival claims. Drawing upon the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, this edited volume is among the first to investigate the research and policy implications of test-optional practices. It was conceived in response to the editors' frustration with the fragmented and incomplete state of the literature around the contemporary debate on college admissions testing. Many students, teachers, parents, policymakers--frankly, nearly anyone immediately outside the testing industry and college admissions--have little understanding of how admissions tests are used. This lack of transparency has often fueled beliefs that college assessments are biased, misused, or overused. Decades of research on various aspects of testing, such as the predictive validity of assessments, makes a compelling case for their value. But all-too-frequently researchers and admissions officers talk past one another instead of engaging substantively. This collection intends to remedy the situation by bringing these disparate voices together. This book is designed for provosts, enrollment managers, and college admissions officers seeking to strike the proper balance between uniformity and fairness"--