Differential Effects of Using ACT® College Readiness Assessment Scores and High School GPA to Predict First-Year College GPA among Racial/Ethnic, Gender, and Income Groups. ACT Research Report Series, 2013 (4)

Autor/in	Sanchez, Edgar I.
Institution	ACT, Inc.
Titel	Differential Effects of Using ACT® College Readiness Assessment Scores and High School GPA to Predict First-Year College GPA among Racial/Ethnic, Gender, and Income Groups. ACT Research Report Series, 2013 (4)
Quelle	(2013), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; College Readiness; Scores; Grade Point Average; High School Students; College Admission; Selective Admission; Racial Differences; Ethnic Groups; Gender Differences; Income; Cutting Scores; Predictor Variables; College Freshmen; Probability; Educational Attainment; Statistical Analysis; White Students; African American Students; Hispanic American Students; Student Records; Enrollment; Public Colleges; Institutional Characteristics; Geographic Location; Regression (Statistics); Two Year College Students; Two Year Colleges; United States; ACT Assessment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulzugang; Hochschulzulassung; Zulassung; Bildungsselektion; Rassenunterschied; Ethnie; Geschlechterkonflikt; Einkommen; Prädiktor; Studienanfänger; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Bildungsabschluss; Bildungsgut; Statistische Analyse; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülerakte; Einschulung; Regression; Regressionsanalyse; USA; Assessment; Eignungsprüfung; Eignungstest
Abstract	This study examines the differential effects on student subgroups of using the ACT® College Readiness Assessment Composite (ACTC) score and high school grade point average (HSGPA) for making admission decisions. The subgroup characteristics investigated include race/ethnicity, gender, and income. For each student subgroup, we examine the effect of using a total group cut point for ACTC score, HSGPA, or both to predict first-year college grade point average (FYGPA) and the estimated effects of using these predictors to make admission decisions. The data for the study consisted of over 137,000 first-year entering students from 259 two- and four-year institutions and over 498,000 nonenrolled students. The present research estimates the probability of attainment of a specific level of success in college. We also utilize validity statistics at specific cutoff values to evaluate the effects on dichotomous outcomes. Across student subgroups, the joint use of ACTC score and HSGPA resulted in greater prediction accuracy than when either predictor was used alone. Furthermore, the use of a total group cutoff score for both ACTC score and HSGPA slightly over predict the probability of success of Hispanic and African-American students, males, and lower-income students. Both ACTC score and HSGPA slightly underpredict the probability of success of White students, females, and higher-income students. These findings suggest, therefore, that African American, Hispanic, and lower-income students are not disadvantaged by the use of a total-group cutoff for making admission decisions. (As Provided).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01