› › A Comparative Study Of High School Academic Paths Grade Point Averages And Act Composite Scores As Predictors Of Success At Walters State Community College

A Comparative Study of High School Academic Paths, Grade Point Averages, and ACT Composite Scores as Predictors of Success at Walters State Community College

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Page : pages

File Size : 28,58 MB

Release : 2009

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With an overwhelming number of students attempting to enter college after high school, the competitive nature of college admissions continues to grow. Colleges and universities are attempting to find the appropriate means to adequately predict collegiate success. Common methods of this prediction have come from a variety of sources most of which are the use of high school performance and standardized college admissions testing. Walters State Community College was chosen for this study because of its open door admission policy that allows for variability in high school academic paths as well as grade point averages and ACT scores students earned in high school. The purpose of this study was to examine the associations between high school grade point averages, high school academic paths, ACT scores, and 1st-year college success as measured by the number of college credit hours completed and college grade point averages at the end of the 1st semester and at the end of the 1st academic year. The study included 797 high school students entering the college in fall semester 2007 and completing their 1st academic year in spring semester 2008. The major findings of this study included: university Path students were (a) more likely to have a higher high school grade point average, (b) more likely to have a higher college grade point average and have earned more college credit hours at the end of the 1st semester and year, and (c) were less likely to enroll in remedial and developmental courses. Additionally, a moderate positive relationship was found between high school grade point averages and college grade point averages at the end of the college academic year. High school grade point averages and ACT scores were found to be statistically significant in predicting the number of college credit hours earned at the end of the college academic year.











Exploring the Relative Value of ACT and GPA of Wyoming High School Graduates as a Predictor of College Success

Author : Trevor Mahlum

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Page : 125 pages

File Size : 34,13 MB

Release : 2015

Category : ACT Assessment

ISBN : 9781321881004

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This dissertation examined the relationship between Wyoming high school students' Grade Point Average (GPA) and American College Testing (ACT) composite scores and subsequent enrollment, persistence, completion, and college GPA, for twelve cohort years from 2000-2001 to 2011-2012 at one public Wyoming college. The Wyoming legislature established the Hathaway Scholarship Program to make available funds for Wyoming high school graduates with GPA and ACT composite scores meeting one of four qualification levels beginning in the fall 2006. The findings of this research suggest: (a) overall enrollment at Casper College was changed very little by the introduction of the Hathaway Scholarship Program in the fall of 2006; (b) student persistence at Casper College was changed slightly by the introduction of the Hathaway Scholarship Program; (c) the rate of students completing a degree or certificate program at Casper College was very slightly decreased at the time of the introduction of the Hathaway Scholarship Program; and (d) Casper College student GPA very slightly decreased after the introduction of the Hathaway Scholarship Program. However, findings of specific qualification levels of the Hathaway Scholarship Program suggest the lowest qualifying level of students did demonstrate modest gains in enrollment and persistence after the introduction of the Hathaway Scholarship Program.



Comparing Weighted and Unweighted Grade Point Averages in Predicting College Success of Diverse and Low-income College Students

Author : Russell Warne

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Page : pages

File Size : 29,51 MB

Release : 2014

Category : Faculty contributions

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While research has shown the statistical significance of high school grade point averages (HSGPAs) in predicting future academic outcomes, the systems with which HSGPAs are calculated vary drastically across schools. Some schools employ unweighted grades that carry the same point value regardless of the course in which they are earned; other schools use weighting systems that assign greater value to grades earned in honors courses. Due to these inconsistencies, comparison of HSGPAs from different schools is difficult or impossible. We coded 710 transcripts from undergraduate students involved in the Joint Admissions Medical Program in Texas. All grades were standardized on an unweighted 4.0 scale in order to compare the effectiveness of weighted and unweighted HSGPAs. Using multiple regression and multiple logistic regression models, we were able to determine the predictive power of HSGPAs on four outcomes: college grade point average (CGPA), Medical College Admissions Test (MCAT) scores, the likelihood of students taking the MCAT, and the likelihood of students graduating from medical school. Our results demonstrated that unweighted HSGPAs were better predictors of CGPA, but that neither type of HSGPA was a useful predictor for the other outcomes. We recommend discontinuation of the use of weighted HSGPAs in assessing the likelihood of student success in higher education.







How Well Does High School Grade Point Average Predict College Performance by Student Urbanicity and Timing of College Entry?

Author : Michelle Hodara

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Page : 12 pages

File Size : 22,97 MB

Release : 2017

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This report is a companion to a study that found that high school grade point average was a stronger predictor of performance in college-level English and math than were standardized exam scores among first-time students at the University of Alaska who enrolled directly in college-level courses. This report examines how well high school grade point average and standardized exam scores predict college grades by the urbanicity of students' hometown and timing of college entry. Among recent high school graduates from both urban and rural areas of Alaska, high school grade point average was a better predictor of college course grades than were SAT, ACT, or ACCUPLACER scores. It was a more powerful predictor of college performance among students who entered college within a year of high school graduation than among students who delayed college entry. For students who delayed college entry, high school grade point average was a better predictor than were standardized exam scores in English, but that was not always the case in math. The following is appended: Methods. [For the companion report, "Developmental Education and College Readiness at the University of Alaska. REL 2016-123," see ED565798.].