Test of Slope and Intercept Bias in College Admissions: A Response to Aguinis, Culpepper, and Pierce (2010)

Autor/inn/en	Mattern, Krista D.; Patterson, Brian F.
Titel	Test of Slope and Intercept Bias in College Admissions: A Response to Aguinis, Culpepper, and Pierce (2010)
Quelle	In: Journal of Applied Psychology, 98 (2013) 1, S.134-147 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9010
DOI	10.1037/a0030610
Schlagwörter	College Admission; Cognitive Tests; Statistical Bias; Test Bias; College Freshmen; Regression (Statistics); College Entrance Examinations; Scores; Grade Point Average; African American Students; Hispanic American Students; White Students; Gender Differences; Prediction; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Kognitiver Fähigkeitstest; Testkritik; Studienanfänger; Regression; Regressionsanalyse; Aufnahmeprüfung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Geschlechterkonflikt; Vorhersage
Abstract	Research on the predictive bias of cognitive tests has generally shown (a) no slope effects and (b) small intercept effects, typically favoring the minority group. Aguinis, Culpepper, and Pierce (2010) simulated data and demonstrated that statistical artifacts may have led to a lack of power to detect slope differences and an overestimate of the size of the intercept effect. In response to Aguinis et al.'s (2010) call for a revival of predictive bias research, we used data on over 475,000 students entering college between 2006 and 2008 to estimate slope and intercept differences in the college admissions context. Corrections for statistical artifacts were applied. Furthermore, plotting of regression lines supplemented traditional analyses of predictive bias to offer additional evidence of the form and extent to which predictive bias exists. Congruent with previous research on bias of cognitive tests, using SAT scores in conjunction with high school grade-point average to predict first-year grade-point average revealed minimal differential prediction ([delta]R[squared][subscript intercept] ranged from 0.004 to 0.032 and [delta]R[squared][subscript slope] ranged from 0.001 to 0.013 depending on the corrections applied and comparison groups examined). We found, on the basis of regression plots, that college grades were consistently overpredicted for Black and Hispanic students and underpredicted for female students. (Contains 6 tables, 2 figures and 6 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/pubs/index.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10