A Comparative Analysis of Pre-collegiate Students' College Preparation Determined by Academic Achievement, Achievement Test Performance, and Learning Style Preference PDF Download
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Author: Bobby James Beavers
Publisher:
ISBN:
Category :
Languages : en
Pages : 248
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Author: Bobby James Beavers
Publisher:
ISBN:
Category :
Languages : en
Pages : 248
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
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Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author: Iowa State University
Publisher:
ISBN:
Category : Commencement ceremonies
Languages : en
Pages : 382
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Author: Katherine Ragan Fischer
Publisher:
ISBN: 9781321608496
Category :
Languages : en
Pages :
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Book Description
With national calls for more students to obtain a postsecondary degree, it is essential to have a deeper understanding of what factors might predict a student's success in college. In this study, I analyze the relationship between a student's pre-college determinants (specifically demographic characteristics and academic preparation) and their academic performance over their college career at California's public broad-access four-year institutions--the California State University (CSU). To examine this relationship I conducted my analysis using Ordinary Least Squares (OLS) with clustered standard errors at the institutional level to account for unobserved heterogeneity between campuses. I find strong correlational evidence that, on average, academic preparation and some background characteristics are significant determinants of college GPA over a student's college career. Additionally I examine how this relationship varies by college major.
Author: Katie Larsen McClarty
Publisher: Routledge
ISBN: 1317221621
Category : Education
Languages : en
Pages : 204
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Book Description
Preparing Students for College and Careers addresses measurement and research issues related to college and career readiness. Educational reform efforts across the United States have increasingly taken aim at measuring and improving postsecondary readiness. These initiatives include developing new content standards, redesigning assessments and performance levels, legislating new developmental education policy for colleges and universities, and highlighting gaps between graduates’ skills and employers’ needs. In this comprehensive book, scholarship from leading experts on each of these topics is collected for assessment professionals and for education researchers interested in this new area of focus. Cross-disciplinary chapters cover the current state of research, best practices, leading interventions, and a variety of measurement concepts, including construct definitions, assessments, performance levels, score interpretations, and test uses.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 356
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Author: Warren W. Willingham
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 368
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Author: George Arthur Jackson
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 234
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 970
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Author: Jinhai Zhang
Publisher:
ISBN:
Category : Advanced placement programs (Education)
Languages : en
Pages : 240
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Book Description
The purpose of this study is, based on the application of Tinto's student persistence theory, to explore whether AP course taking, as one pre-collegiate student background characteristic, impacts college students' persistence, academic achievements, and college completion. This study used the national Beginning Postsecondary Study 96/01 longitudinal data set collected by the National Center of Education Statistics (NCES), which includes 12,100 first-time postsecondary beginners over a period of 6 academic years from 1995/96 to 2000/01. In this study, students were categorized into three groups by their SAT scores. Logistical regression analysis indicated that overall students who took any AP course in high school were more likely to persist in college than their non-AP peers in most SAT categories. Students who took more AP courses were more likely to persist in college than those who took fewer. Multiple regressions analysis suggested that students who took any AP course and more AP courses were more likely to have higher GPAs at different points of time in college. Multiple regressions indicated that the AP taking, and the number of AP course taken contributed significantly to the prediction of time to graduate in most SAT categories. The AP course taking, and the number of AP courses taken are two critical factors in students' college persistence, academic achievements, and time to graduation. On the other hand, it was found that, at certain SAT categories, AP did not contribute significantly to the regression model of students' time to graduation. This study adds to the literature regarding Tinto's college persistence theory that students' academic integration greatly influences their persistence, college academic performance, and college completion.
