Predictors of Academic Success at State-Supported Residential Schools for Mathematics and Science: A Validity Study

Feldhusen, John F.; Jarwan, Fathi A.

doi:10.1177/0013164495055003018

Cited by 12 publications

(15 citation statements)

References 2 publications

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“…The criterion in the present study was GPA because past studies have shown that GPA is a valid measure of academic success (Feldhusen & Jarwan, 1995). Furthermore, our results were in line with the GPA literature because GPA was correlated with two well-established factors of academic achievement, namely, general mental ability and conscientiousness (Anderson & Keith, 1997;Boekaerts, 1996;De Raad & Schouwenburg, 1996).…”

Section: Discussionsupporting

confidence: 87%

Situational Judgment Tests and their Predictiveness of College Students’ Success: The Influence of Faking

Peeters

Lievens

2005

Educational and Psychological Measurement

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There is increasing interest in using situational judgment tests (SJTs) to supplement traditional student admission procedures. An important unexplored issue is whether students can intentionally distort or fake their responses on SJTs. This study examined the fakability of an SJT of college students' performance. Two hundred ninety-three psychology students completed a cognitive test, a personality measure, and an SJT. Only for the SJT, the students were assigned to either an honest or a fake condition. The scores of students in the fake condition were significantly higher than those of students in the honest condition (d = .89). Furthermore, faking had a negative effect on the criterion-related validity (there was a significant drop from r = .33 to r = .09) and the incremental validity of the SJT over cognitive ability and personality. These results are discussed in terms of the use of SJTs in high-stakes testing programs.

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Section: Discussionsupporting

confidence: 87%

Situational Judgment Tests and their Predictiveness of College Students’ Success: The Influence of Faking

Peeters

Lievens

2005

Educational and Psychological Measurement

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“…Limited research assessing predictors and outcomes of specialized STEM schools document that the best predictor of performance is academic achievement at previous schools attended (Feldhusen & Jarwan, 1995) and that students in some STEM programs exhibit small performance increases in mathematics and science compared to students in non-STEM programs (Young et al, 2011). Examining school culture, Rhodes, Stevens, and Hemmings (2011) reported that a STEM school environment resulted in perceptions of students' social and intellectual growth.…”

Section: Current Researchmentioning

confidence: 99%

Variations in the Intensity of Specialized Science, Technology, Engineering, and Mathematics (STEM) High Schools

Tofel‐Grehl¹,

Callahan²

2016

JSTE

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Educators and policymakers in the United States advocate the development of specialized STEM (science, technology, engineering, and mathematics) schools, but little is known about the unique features and practices of these schools. Because no meaningful differences have been found attributable to model type (Tofel-Grehl & Callahan, 2014), the current study purposefully sampled 6 specialized STEM schools in the United States that provided different levels of STEM experiences for students related to highly varied goals and missions using a grounded theory approach. Schools were found to fall into two categories, high and low STEM intensity, based on five major traits. Schools categorized as "higher STEM intensity and focus" had students who reported a stronger interest in a future STEM career, offered substantially more high-level STEM classes, and retained a faculty with a higher number of terminal area content degrees compared to schools categorized as "lower STEM intensity." Although there are significant common themes and programmatic themes and features among different STEM schools, substantial differences exist between the nature and intensity of the STEM experiences of schools. Categorizing STEM schools into higher and lower STEM experience intensity provides a useful mechanism for examining those differences. Students in schools with a higher STEM intensity appear to spend more time on the "doing" of science.With increased attention to STEM education has come increased funding for and focus on specialized STEM schools. However, all schools are not created equal; variations in implementation and mission may affect student experiences at these schools. Insights into and understanding of factors that meaningfully differentiate across STEM schools and what makes them successful is key to better understanding any differences in student outcomes. The purpose of this article is to explicate and explore observed variations across specialized STEM schools. STEM Schools Defined and Described What Is a STEM School?No current curricular or programmatic standards currently exist for establishing a specialized STEM school. Common features of specialized STEM schools are amorphous and are based on

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“…However, some researchers have examined the relative influences of predictors on graduation and postgraduation outcomes such as student success and student choice. For example, Feldhusen and Jarwan (1995) evaluated the effectiveness of various tests for selecting students for admission, finding grades obtained prior to admission to a residential STEM program predicted grades received within the residential STEM program. Thomas and Love (2002) explored college major declarations of graduates from STEM schools and found that 50% of specialized STEM high school graduates interviewed declared majors in STEM fields.…”

Section: Current Research On Stem Schoolsmentioning

confidence: 99%

STEM High School Communities

Tofel‐Grehl

Callahan

2014

Journal of Advanced Academics

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Using observations and interviews, the researchers explore the experiences and perspectives of students, teachers, and administrators at six specialized high schools with a focus on science, technology, engineering, and mathematics (STEM) as they pertain to the practices and structures affecting student outcomes. Four themes were found to be common across schools: a culture of intellectualism and inclusion, a valuation on research, the role of inquiry, and the importance of personal responsibility and independent learning for students. Nuanced differences were noted across sites, notably the difference in student-reported levels of stress; however, substantial differences in student experiences based on STEM school model type were not observed.

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Predictors of Academic Success at State-Supported Residential Schools for Mathematics and Science: A Validity Study

Cited by 12 publications

References 2 publications

Situational Judgment Tests and their Predictiveness of College Students’ Success: The Influence of Faking

Situational Judgment Tests and their Predictiveness of College Students’ Success: The Influence of Faking

Variations in the Intensity of Specialized Science, Technology, Engineering, and Mathematics (STEM) High Schools

STEM High School Communities

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