scholarly journals Use of Demographic and Quantitative Admissions Data to Predict Academic Difficulty Among Professional Physical Therapist Students

2007 ◽  
Vol 87 (9) ◽  
pp. 1164-1180 ◽  
Author(s):  
Ralph R Utzman ◽  
Daniel L Riddle ◽  
Dianne V Jewell
Keyword(s):  
Grade Point Average ◽  
Physical Therapist ◽  
Prediction Rule ◽  
Graduate Record Examination ◽  
Academic Risk ◽  
Grade Point ◽  
Academic Difficulty ◽  
Physical Therapist Students ◽  
Nationally Representative ◽  
Student Risk

Background and Purpose: The purpose of this study was to determine whether admissions data could be used to estimate physical therapist students' risk for academic difficulty. Subjects: A nationally representative sample of 20 physical therapist education programs provided data on 3,582 students. Methods: Programs provided data regarding student demographic characteristics, undergraduate grade point average (uGPA), quantitative and verbal Graduate Record Examination scores (qGRE, vGRE), and academic difficulty. Data were analyzed using logistic regression. Rules for predicting risk of academic difficulty were developed. Results: A prediction rule that included uGPA, vGRE, qGRE, age, and race or ethnicity was developed from the entire sample. Prediction rules for individual programs showed large variation. Discussion and Conclusion: Undergraduate grade point average, GRE scores, age, and race or ethnicity can be useful for estimating student academic risk. Programs should calculate their own estimates of student risk. Academic programs should use risk estimates in combination with other data to recruit, admit, and retain students.

scholarly journals Use of Demographic and Quantitative Admissions Data to Predict Performance on the National Physical Therapy Examination

2007 ◽  
Vol 87 (9) ◽  
pp. 1181-1193 ◽  
Author(s):  
Ralph R Utzman ◽  
Daniel L Riddle ◽  
Dianne V Jewell
Keyword(s):  
Physical Therapy ◽  
Grade Point Average ◽  
Physical Therapist ◽  
Prediction Rule ◽  
Graduate Record Examination ◽  
Grade Point ◽  
National Physical Therapy Examination ◽  
Nationally Representative ◽  
Physical Therapist Student ◽  
Student Risk

Background and Purpose: The purpose of this study was to determine whether admissions data could be used to estimate physical therapist student risk for failing the National Physical Therapy Examination (NPTE). Subjects: A nationally representative sample of 20 physical therapist education programs provided data on 3,365 students. Methods: Programs provided data regarding demographic characteristics, undergraduate grade point average (uGPA), and quantitative and verbal Graduate Record Examination scores (qGRE, vGRE). The Federation of State Boards of Physical Therapy provided NPTE data. Data were analyzed using hierarchical logistic regression. Results: A prediction rule that included uGPA, vGRE, qGRE, and race or ethnicity was developed from the entire sample. Prediction rules for individual programs showed large variation. Discussion and Conclusion: Undergraduate grade point average, GRE scores, and race or ethnicity can be useful for estimating student risk for failing the NPTE. Programs should use GPA and GRE scores along with other data to calculate their own estimates of student risk.

Relationship of Undergraduate Grade Point Average (GPA) and Graduate Record Examination Scores With Level II Fieldwork Performance

2015 ◽  
Vol 69 (Suppl. 1) ◽  
pp. 6911505120p1
Author(s):  
Alaena Haber ◽  
Allie Fen ◽  
Katherine Perrine ◽  
Jessica Jin ◽  
Molly Bathje ◽  
...  
Keyword(s):  
Grade Point Average ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Level Ii ◽  
Relationship Of

Assessing Academic Risk of Student-Athletes: Applicability of the NCAA Graduation Risk Overview Model to GPA

2013 ◽  
Vol 33 (2) ◽  
pp. 76-89 ◽  
Author(s):  
James Johnson
Keyword(s):  
Grade Point Average ◽  
Student Athletes ◽  
Effective Means ◽  
Well Being ◽  
Division I ◽  
Individual Risk ◽  
Student Athlete ◽  
Academic Risk ◽  
Grade Point ◽  
Pearson Correlations

In an effort to standardize academic risk assessment, the NCAA developed the graduation risk overview (GRO) model. Although this model was designed to assess graduation risk, its ability to predict grade-point average (GPA) remained unknown. Therefore, 134 individual risk assessments were made to determine GRO model effectiveness in the identification of academic risk for Division I student-athletes as determined by semester GPA. Pearson correlations and least-squares multiple-regression analyses revealed the GRO model as an effective means by which to assess academic risk. Academic advisors and other stakeholders of college student-athlete well-being can use this model to identify student-athletes most at risk for academic struggles and advise them accordingly.

scholarly journals Typical physics Ph.D. admissions criteria limit access to underrepresented groups but fail to predict doctoral completion

2019 ◽  
Vol 5 (1) ◽  
pp. eaat7550 ◽  
Author(s):  
Casey W. Miller ◽  
Benjamin M. Zwickl ◽  
Julie R. Posselt ◽  
Rachel T. Silvestrini ◽  
Theodore Hodapp
Keyword(s):  
Statistical Analysis ◽  
Grade Point Average ◽  
Multivariate Statistical Analysis ◽  
Graduate Record Examination ◽  
Multivariate Statistical ◽  
Grade Point ◽  
Doctoral Completion ◽  
Underrepresented Groups ◽  
Admissions Criteria ◽  
Limit Access

This study aims to understand the effectiveness of typical admissions criteria in identifying students who will complete the Physics Ph.D. Multivariate statistical analysis of roughly one in eight physics Ph.D. students from 2000 to 2010 indicates that the traditional admissions metrics of undergraduate grade point average (GPA) and the Graduate Record Examination (GRE) Quantitative, Verbal, and Physics Subject Tests do not predict completion as effectively admissions committees presume. Significant associations with completion were found for undergraduate GPA in all models and for GRE Quantitative in two of four studied models; GRE Physics and GRE Verbal were not significant in any model. It is notable that completion changed by less than 10% for U.S. physics major test takers scoring in the 10th versus 90th percentile on the Quantitative test. Aside from these limitations in predicting Ph.D. completion overall, overreliance on GRE scores in admissions processes also selects against underrepresented groups.

Prediction of Achievement of Doctoral Students in Education

1992 ◽  
Vol 74 (2) ◽  
pp. 419-423 ◽  
Author(s):  
Raymond C. Kluever ◽  
Kathy E. Green
Keyword(s):  
Grade Point Average ◽  
Doctoral Students ◽  
School Of Education ◽  
Graduate Record Examination ◽  
Doctoral Study ◽  
Grade Point ◽  
Faculty Ratings ◽  
Potential Success ◽  
Criterion Variables ◽  
Score Range

The purpose of this study was to analyze associations among Graduate Record Examination scores, graduate grade point average, and faculty ratings of success for 311 doctoral students in a School of Education. Moderate correlations obtained between examination scores and the criterion variables of faculty ratings and graduate GPAs. Students in the lowest 10% of the examination score range had significantly lower criterion grades and ratings than those in the highest 10%. Examination scores and score combinations are a useful gross screening indicator of potential success for doctoral study in education.

Predictive Validity of Graduate Record Examination Scores and Undergraduate Grades for Length of Time to Completion of Degree

1992 ◽  
Vol 71 (3) ◽  
pp. 1019-1022 ◽  
Author(s):  
J. Daniel House ◽  
James J. Johnson
Keyword(s):  
Grade Point Average ◽  
Grade Point Averages ◽  
Graduate Study ◽  
Graduate Record Examination ◽  
Entire Sample ◽  
Grade Point ◽  
Master's Degrees ◽  
Time To Completion ◽  
Chi Squared ◽  
Predictive Relationship

This study was intended to investigate the predictive relationship between GRE scores, cumulative undergraduate grade point average, and the length of time (in semesters) from the initiation of graduate study until final completion of a master's degree. Students' records were evaluated for 291 graduate students in psychology who completed master's degrees during a six-year period. Higher cumulative undergraduate grade point averages were significantly correlated with fewer semesters required for completion of a degree for the entire sample. No values of chi squared for the contrasts between program areas were significant, indicating that the correlations obtained can be considered estimates of the same population values.

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