scholarly journals Thrivers and Divers: Using Non-Academic Measures to Predict College Success and Failure

2016 ◽  
Author(s):  
Graham Beattie ◽  
Jean-William Laliberté ◽  
Philip Oreopoulos
Keyword(s):  
College Success ◽  
Academic Measures

scholarly journals Thrivers and divers: Using non-academic measures to predict college success and failure

2018 ◽  
Vol 62 ◽  
pp. 170-182 ◽  
Author(s):  
Graham Beattie ◽  
Jean-William P. Laliberté ◽  
Philip Oreopoulos
Keyword(s):  
College Success ◽  
Academic Measures

Review of The Psychology of College Success.

1969 ◽  
Vol 14 (9) ◽  
pp. 517-517
Author(s):  
Alpert S. Thompson
Keyword(s):  
College Success

Predictors of College Success: A Comparison of Traditional and Nontraditional Age Students

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
Tam M. Spitzer
Keyword(s):  
Social Support ◽  
Academic Performance ◽  
Career Development ◽  
Nontraditional Students ◽  
College Success ◽  
Self Regulation ◽  
Full Time ◽  
Academic Efficacy ◽  
Career Decidedness ◽  
Traditional Age

Traditional (age 23 and under) and nontraditional (age 25 and over) full-time undergraduates were assessed on five personal dimensions, two learning dimensions, and two collegiate goals (GPA and career decidedness). Multiple regression assessed which dimensions predicted the two collegiate goals. Significant predictors were generally the same for both traditional and nontraditional students. Academic efficacy, self-regulation, and social support were positive predictors of GPA. Career decisionmaking self-efficacy and social support were positive predictors of career decidedness. Nontraditional students and females had higher GPAs and greater decidedness. Academic performance and career development were seen as concurrent but largely separate processes.

Toward better ways of measuring school climate

2021 ◽  
Vol 102 (8) ◽  
pp. 52-57
Author(s):  
Deborah Temkin ◽  
Joy A. Thompson ◽  
Alex Gabriel ◽  
Emily Fulks ◽  
Sarah Sun ◽  
...  
Keyword(s):  
School Climate ◽  
Data Collection ◽  
Learning Environment ◽  
School Quality ◽  
Data Collection And Analysis ◽  
Academic Measures ◽  
Every Student Succeeds Act

As states consider non-academic measures of school quality for their accountability plans under the Every Student Succeeds Act, few are choosing to focus on the school climate in which students learn. That’s not a surprise, given concerns about the validity and usefulness of existing climate surveys. However, the authors argue, a recent study suggests that by making a couple of modest changes to their data collection and analysis, states can significantly improve their measurement of school climate. Doing so is more than worth the effort, they add, as it will create strong incentives for schools to improve their learning environment.

Predicting academic success for students of color within STEM majors

2016 ◽  
Vol 10 (2) ◽  
pp. 124-134 ◽  
Author(s):  
John Gipson
Keyword(s):  
High School ◽  
Students Of Color ◽  
Test Scores ◽  
College Success ◽  
Standardized Test ◽  
Cumulative Effect ◽  
Standardized Test Scores ◽  
Content Type ◽  
College Gpa ◽  
High School Gpa

Purpose The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses. Findings Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA. Originality/value This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.

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