College performance predictions and the SAT

Rothstein, Jesse

doi:10.1016/j.jeconom.2003.10.003

Cited by 202 publications

(181 citation statements)

References 15 publications

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“…This conclusion is supported by research on the prediction of college grades (e.g. Rothstein, 2004;Young, 2001), which generally indicates that white college students outperform black students with the same observed admission credentials at the same colleges. Similar pattern have been found in law schools (Wightman, 2000;Wightman and Muller, 1990;Anthony and Liu, 2003;and Powers, 1977).…”

Section: B Between-race Comparisonsmentioning

confidence: 74%

Mismatch in Law School

Rothstein

Yoon

2008

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An important criticism of race-based higher education admission preferences is that they may hurt minority students who attend more selective schools than they would in the absence of such preferences. We categorize the non-experimental research designs available for the study of so-called "mismatch" effects and evaluate the likely biases in each. We select two comparisons and use them to examine mismatch effects in law school. We find no evidence of mismatch effects on any students' employment outcomes or on the graduation or bar passage rates of black students with moderate or strong entering credentials. What evidence there is for mismatch comes from less-qualified black students who typically attend second-or third-tier schools. Many of these students would not have been admitted to any law school without preferences, however, and the resulting sample selection prevents strong conclusions.

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Section: B Between-race Comparisonsmentioning

confidence: 74%

Mismatch in Law School

Rothstein

Yoon

2008

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“…As can be seen from the above Table 4, stepwise multiple regression analysis revealed that Department (B=.308, P<0.05) was the most important predictor of first year college academic performance followed by SAT scores (B=0.111, P<0.05) for all participants [25][26][27]. …”

Section: Correlation Analysismentioning

confidence: 99%

Scholastic Aptitude Test, Sex and Department as Predictors of University Academic Performance: The Case of Addis Ababa University

Gobeze¹

2017

Arts Social Sci J

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The objective of the present study was to assess the predictive power of SAT, Sex and Department in AAU College of Science and Social Science. To analyse and interpret the collected data, both descriptive and inferential statistics were used. Pearson Product-Moment Correlation was employed to see the magnitude and direction of the relationship between the predictor variables and the criterion measure. To see the percentage of variance in students first year CGPA that can be explained by predictor variables multiple regression was used. Lastly, to identify relative contribution of predictor variables (or to identify the best predictor variable step-wise regression was employed. Predictor variables are statistically significant predictors of college academic performance for all participants 17.6% (R 2 =0.176, F (3, 296)=21.068, P<0.05). Regarding the gender, there is a significant difference between male and female students college academic performance. A large amount of variance accounted for was found for female students 22% (R 2 =0.220, F (2, 95)=13.362, P<0.05) than for males 13.2% (R 2 =0.132, F (2,199) =15.095, P<0.05). When the disciplines are considered, College of Science was found to be a more significantly predicted field of studies 17.5% (R 2 =0.175, F(3, 151)=10.697, P<0.05) than Social Science 8.4%(R 2 =0.084, F(3, 141)=4.317, P<0.05). Regarding the relative contribution of each predictor variables, the study result showed that department was the best predictor followed by SAT. Sex was a non-significant predictor of college CGPA. Hence, further investigation is required to conduct a study on the predictive power of sex.

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“…With this problem, regression coefficients could still be estimated without bias, but the estimate of R 2 would be inconsistent (Rothstein, 2004). This problem is common in all previous studies that use data from a single university or institute, such as Betts and Morell (1999), Cohn et al (2004), Cornwell, Mustard, and Van Parys (2008), and Jensen and Wu (2010).…”

Section: Sample 1-university Amentioning

confidence: 99%

Do college entrance examination scores predict undergraduate GPAs? A tale of two universities

Bai

Chi

Qian

2014

China Economic Review

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Abstract:Each year, millions of Chinese high school students sit the National College Entrance Examination (CEE). For the majority of students, the CEE score is the single determinant in whether they gain admission into a college and to what college they enter. The purpose of this paper is to determine whether and how well the CEE score predicts college academic success. We also consider high school achievement and admission route in predicting college grades. We obtain administrative data on CEE and undergraduate GPAs from two Chinese universities with very different rankings. We find that, for both universities the CEE total score predicts undergraduate GPAs for all four years in college. Even the size of the estimates for CEE is similar for the two universities. High school achievement and admission routes are also significant predictors of college grades. However, we do not find consistent results as to which CEE subject test scores predict students' academic performance in college. JEL classification: I21; I23

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College performance predictions and the SAT

Cited by 202 publications

References 15 publications

Mismatch in Law School

Mismatch in Law School

Scholastic Aptitude Test, Sex and Department as Predictors of University Academic Performance: The Case of Addis Ababa University

Do college entrance examination scores predict undergraduate GPAs? A tale of two universities

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