High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions about Consistency across High Schools

Autor/inn/en	Allensworth, Elaine M.; Clark, Kallie
Titel	High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions about Consistency across High Schools
Quelle	In: Educational Researcher, 49 (2020) 3, S.198-211 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X20902110
Schlagwörter	Grade Point Average; College Entrance Examinations; Predictor Variables; Academic Persistence; High Schools; College Readiness; Graduation Rate; College Bound Students; College Students; Hierarchical Linear Modeling; Poverty; Ethnic Groups; Illinois (Chicago); ACT Assessment + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Prädiktor; High school; Oberschule; Collegestudent; Armut; Ethnie; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We found students with the same HSGPA or the same ACT score graduate at very different rates based on which high school they attended. Yet, the relationship of HSGPAs with college graduation is strong and consistent and larger than school effects. In contrast, the relationship of ACT scores with college graduation is weak and smaller than high school effects, and the slope of the relationship varies by high school. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01