How Much Does High School Matter? High School Classes and Subsequent College Performance

2013 ◽  
Author(s):  
Greg F. Ferenstein ◽  
Brad Hershbein
Keyword(s):  
High School ◽  
College Performance

College Performance and Retention: A Meta-Analysis of the Predictive Validities of ACT®Scores, High School Grades, and SES

2015 ◽  
Vol 20 (1) ◽  
pp. 23-45 ◽  
Author(s):  
Paul A. Westrick ◽  
Huy Le ◽  
Steven B. Robbins ◽  
Justine M. R. Radunzel ◽  
Frank L. Schmidt
Keyword(s):  
High School ◽  
Meta Analysis ◽  
College Performance ◽  
School Grades ◽  
High School Grades

Life-Skills as a Predictor of Academic Success: An Exploratory Study

2012 ◽  
Vol 111 (1) ◽  
pp. 157-164 ◽  
Author(s):  
Lacy K. Currie ◽  
Christopher T. Pisarik ◽  
Earl J. Ginter ◽  
Ann Shanks Glauser ◽  
Christopher Hayes ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Academic Success ◽  
Life Skills ◽  
Future Research ◽  
Unique Contribution ◽  
Sat Scores ◽  
College Performance ◽  
Health Maintenance ◽  
High School Gpa

Traditional predictors of academic performance in college, such as measures of verbal and mathematical abilities [i.e., Scholastic Aptitude Test (SAT)] and academic achievement (i.e., high school GPA), often account for less than 25% of the variance in college performance, thus leaving a considerable amount of variance unexplained. The primary goal of this study was to examine developmental variables that may account for academic achievement beyond the traditional indices mentioned. Specifically, the relationships among four categories of life-skills and cumulative GPA were examined. A hierarchical multiple-regression analysis revealed that the four life-skills categories predicted an additional 9.4% of the variance in cumulative GPA beyond high school GPA and SAT scores. Of the four categories, physical fitness/health maintenance skills made a statistically significant, unique contribution to predicting cumulative GPA. Because of the exploratory nature of the current study, suggestions are made for conducting future research in light of the study's limitations.

Development of a Reduced Set of Composite Equations for Three Predictors

1969 ◽  
Vol 25 (2) ◽  
pp. 623-630
Author(s):  
Shawky F. Karas
Keyword(s):  
High School ◽  
Predictive Validity ◽  
Empirical Equation ◽  
Prediction Equation ◽  
Prediction Equations ◽  
College Performance ◽  
Theoretical System ◽  
Composite Equation ◽  
High School Rank

5 primary and 3 reserve equations were developed to span the quadrant containing all possible equations for 3 predictors, with the restriction that no weights be negative. Any empirical equation ever likely to be encountered operationally should be represented adequately by at least one of the primary theoretical composite equations with no more than .01 loss in predictive validity. The theoretical equations were positioned to achieve this result. It is not likely that additional equations will be needed; if so, the equations should be selected from the set of reserve equations to provide the most efficient coverage. The theoretical system was applied to 47 prediction equations for different colleges using SAT-V, SAT-M, and High School Rank-in-class as predictors and college performance as a criterion. The primary composite equations were selected as the appropriate composite equations for all of the original prediction equations except one. For that prediction equation, the appropriate composite equation is one of the reserve theoretical composite equations.

scholarly journals Raising the Bar for College Admission: North Carolina's Increase in Minimum Math Course Requirements

2019 ◽  
Vol 14 (3) ◽  
pp. 492-521 ◽  
Author(s):  
Charles T. Clotfelter ◽  
Steven W. Hemelt ◽  
Helen F. Ladd
Keyword(s):  
High School ◽  
North Carolina ◽  
Eighth Grade ◽  
College Performance ◽  
High School Graduation Rates ◽  
High School Math ◽  
Eighth Grade Students ◽  
Enrollment Rates ◽  
Using Data ◽  
Math Test

We explore the effects of a statewide policy change that increased the number of high school math courses required for admission to four-year public universities in North Carolina. Using data on cohorts of eighth-grade students from 1999 to 2006, we exploit variation by district over time in the math course-taking environment encountered by students. Purely as a result of a student's year of birth and location, students faced different probabilities of encountering a sequence of math courses sufficient to qualify for admission. Within an instrumental variables setup, we examine effects of this policy shift. We find that students took more math courses in high school following the state's announcement, with relatively larger increases for students in the middle and bottom quintiles of their eighth-grade math test scores. Our results suggest this increased math course-taking led to higher high school graduation rates. It also led to increases in enrollment rates at universities in the University of North Carolina system, with the largest increases being in the quintiles of student achievement from which universities were already drawing the bulk of their enrollees. Finally, we find scant evidence of boosts in post-enrollment college performance due to increased math course-taking in high school.

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