A Five-Year Analysis of GRE, Race, Gender, and Undergraduate GPA as Predictors of State Certification Examination Results.

Autor/inn/en	Wilmore, Elaine L.; McNeil, Jesse Jai, Jr.
Titel	A Five-Year Analysis of GRE, Race, Gender, and Undergraduate GPA as Predictors of State Certification Examination Results.
Quelle	(2002), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Quantitative Daten; Accountability; Certification; College Entrance Examinations; Educational Administration; Elementary Secondary Education; Equal Education; Grade Point Average; Graduate Students; Graduate Study; Higher Education; Licensing Examinations (Professions); Prediction; Principals; Racial Differences; Scores; Sex Differences; State Programs; Test Results + Suchen Sie Ihr Suchwort? Verantwortung; Abschlusszeugnis; Zertifizierung; Aufnahmeprüfung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vorhersage; Principal; Schulleiter; Rassenunterschied; Sex difference; Geschlechtsunterschied; Regierungsprogramm
Abstract	This study addressed the factors of Graduate Record Examination scores (GRE), race, gender, and undergraduate grade point average (GPA) as predictors of success on the Texas state administrator certification examination. The paper was presented as the entry point for expected discussion of the effects of high stakes accountability policies on the development of appropriate curriculum and instruction and the nurturance of an equitable and multicultural society. From 1996 through 2001, more than 337 students completed administrative certification requirements at a large urban Texas university. Data were obtained from student records and scores on the state examination (ExCet) were supplied by the Texas State Board for Educator Certification. A model/probability equation was developed to predict whether a student would pass the examination. Findings provide sufficient evidence to support the usefulness of the model. Out of 219 students for whom there was complete data who actually passed, the model predicted that 216 would pass, and that 3 would fail. Results also validate a correlation between the GRE, gender, race, and undergraduate GPA in predicting ExCet scores. (Contains 23 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01