Is the Sat Worth its Salt? An Evaluation of the use of the Scholastic Aptitude Test in the University System of Georgia over a Thirteen-Year Period

Fincher, Cameron

doi:10.3102/00346543044003293

Cited by 15 publications

(6 citation statements)

References 2 publications

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“…Hills' University of Georgia study reported similar multiple correlations between high school GPA, admission test score, and fi-eshman GPA. As with both regressions in the current study, Fincher (1974) found high school GPA the strongest predictor for first semester and first year GPA. Consistent with some researchers' concern for the decreasing correlation of aptitude and ability test scores to college performance (Wainer, Saka, & Donoghue, 1993), ACT scores for this sample failed to contribute significantly to either regression.…”

Section: Hypothesissupporting

confidence: 49%

“…Most intellective measures and Likert-scaled variables meet this requirement. Muhiple regression is well-suited for simple analyses determining the variance accounted for in GPA by a few variables (Fincher, 1974;Chase & Jacobs, 1989) or more complex analyses with multiple predictors and control variables (Young & Sowa, 1992;Lewallen, 1993).…”

Section: Overall Summarymentioning

confidence: 99%

“…Researcher tested many variables for predictive utility. High school GPA and high school rank consistently led other variables in their contribution to the prediction equation (Hills, 1964;Fincher, 1974;Wade & Walker, 1994). Socioeconomic status (SES) contributed significantly when high, but its influence tapered off as SES dropped (Wright & Bean, 1974).…”

mentioning

confidence: 99%

“…High school GPA was significantly positively correlated with college academic performance. Fincher (1974) Research by Wright and Bean (1974) investigated the predictive utility of socioeconomic status (SES) and gender on college academic performance in a racially homogenous population. Wright and Bean hypothesized that the academic performance of lower socioeconomic groups was less predictable than higher socioeconomic groups.…”

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confidence: 99%

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The Prediction of College Student Academic Performance and Persistence: The School to College Transition

Taylor¹

2003

PsycEXTRA Dataset

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~lPublic reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send commeciTs regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Sc-rvices, Directorate tor Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302, and to the Offrce of Management and Budget, Papcwork Reduction Prc, AUTHOR(S)MAJ TAYLOR HAROLD A FUNDING NUMBERS PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES)UNIVERSITY OF LOUISVILLE PERFORMING ORGANIZATION REPORT NUMBERCI02-1226 This dissertation addresses the prediction of college student academic performance and persistence of Jefferson County Public School graduates at the University of Louisville. Using multiple regression and discriminant analysis, the research design assesses the predictive potential of six Commonwealth Accountability Testing System (CATS) scores and five college preparation variables beyond the predictive contribution of control variables established by the literature. The control variables are high school GPA, ACT score, race, sex, and socioeconomic status. The criterion variables are first semester college GPA, first year college GPA, and persistence to the sophomore year. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS(ES)THEHigh school GPA and socioeconomic status were statistically significant contributors to each prediction equation. CATS scores accounted for a significant proportion of variance in first year college GPA with control variables already in the equation.This dissertation is divided into five chapters. Chapter I provides an overview of Kentucky's recent education reforms, the purpose of the study, and the three research questions. Chapter II is a review of the literature. The literature includes research on the "Approved for Public Release Distribution Unlimited . This dissertation is divided into five chapters. Chapter I provides an overview of Kentucky's recent education reforms, the purpose of the study, and the three research questions. Chapter II is a review of the literature. The literature includes research on the prediction of college GPA and persistence, prediction relative to nontraditional students, race, and gender, and information supply chain management. Information supply chain management is a business concept informative to this dissertation for its modeling of information flow between educational institutions. Chapter III describes the methodology. Statistical analysis includes descriptive statistics, hierarchical muhiple regression analyses, and discriminant analysis.Chapter IV is a summary of the results. The regression models accounted for 20.1% (p < .01) of the variance in first semester college GPA and 31.4% (/? < .01) of the variance in first year college G...

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Section: Hypothesissupporting

confidence: 49%

Section: Overall Summarymentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The Prediction of College Student Academic Performance and Persistence: The School to College Transition

Taylor¹

2003

PsycEXTRA Dataset

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“…On the other hand, the variance in males' first year CGPA that accounted for by SAT and Department were found to be 5.3% and 7.9%, respectively. From these findings, one can easily understand that the correlation between aptitude test and first year CGPA were that the mean value of CGPA across the department indicates that on average the entire study participants were medium in their university academic performance [13][14][15][16]. The standard deviation values on the other hand indicate that there is a considerable variation in CGPA particularly in the department of Archaeology, PSIR, Sociology and Social Anthropology among others [17,18].…”

Section: Multiple Regression 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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A Review of Research on the Prediction of Academic Performance After the Freshman Year

Wilson

1983

ETS Research Report Series

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The criterion most frequently used in studies designed to assess the predictive validity of measures used in college admission has been the freshman‐year GPA. It is not self‐evident that the first‐year GPA provides either a sufficient or a representative sample of a student's academic performance. Questions have been raised regarding the validity of admissions measures for predicting longer‐term performance in college. This is the report of a systematic review of research bearing on (a) the validity of admissions measures for predicting GPA that reflects performance beyond the freshman year—i.e., longer‐term cumulative or independently computed post‐freshman‐year GPA, such as senior‐year GPA; (b) the comparative relevance and utility of freshman‐year, cumulative, and independently computed post‐freshman‐year GPA as criteria for the validation of admissions measures. Among other things, the research reviewed lends support to the traditional practice of employing the freshman‐year GPA in admissions‐related predictive validity studies.

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Is the Sat Worth its Salt? An Evaluation of the use of the Scholastic Aptitude Test in the University System of Georgia over a Thirteen-Year Period

Cited by 15 publications

References 2 publications

The Prediction of College Student Academic Performance and Persistence: The School to College Transition

The Prediction of College Student Academic Performance and Persistence: The School to College Transition

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

A Review of Research on the Prediction of Academic Performance After the Freshman Year

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