THE PREDICTION OF GRADES FOR BLACK AND WHITE STUDENTS AT MICHIGAN STATE UNIVERSITY

The regression equations of sophomore year cumulative grade point averages on five ability and achievement test scores for blacks and whites at Michigan State University showed a significant difference. However, use of these separate regression equations would not be in favor of black students. The variance accounted for by the predictors was similar for both groups.     

TWO-YEAR COLLEGE TRANSFER RATES OF BLACK AMERICAN STUDENTS

This pilot study examined the effects of school and county characteristics on the transfer rate of Black American students . A total of 53 schools in one state with a comprehensive two - year system provided information about Black transfers. The study reveals the negative effects of Black concentration in programs, the positive effects of a day - care facility, and suggests that counties with a large percent of Black residents and a high mean income accompany high rates of Black transfers.     

CRITERIA FOR STUDENT ENGINEERING CREATIVITY AND THEIR RELATIONSHIP TO COLLEGE GRADES1

The creativity of engineering students was assessed through divergent problems relevant to engineering content. These problems were constructed, administered and scored by faculty members from the mechanical (ME), civil (CE), and electrical (EE) engineering departments at a large university. The problems, administered to 60 MEs, 81 CEs, and 173 EEs, were scored on the basis of the number of solutions (fluency), the number of categories of solutions (flexibility), the originality of the solutions (novelty), and the appropriateness of the solutions (appropriateness). Interrater reliabilities indicated that the fluency and flexibility scores were sufficiently reliable; the novelty and appropriateness scores were less so. The adequacy of substituting the fluency score in lieu of the novelty score was discussed. No significant relationships were found between creativity and grade point average (GPA).     

THE VALIDITY OF ACADEMIC PREDICTORS FOR BLACK AND WHITE STUDENTS AT A PREDOMINANTLY WHITE UNIVERSITY1

High school grades and both the verbal and mathematical scales of the Scholastic Aptitude Test (SAT-V and SAT-M, respectively) were examined as predictors of college grade point average in groups divided by race and sex. Results indicated that high school grades were not correlated as highly with college grades for black males as for the other three groups, although there were no significant differences in the correlation of either SAT-V or SAT-M with college grades. Moreover, the multiple regression equation for the black male group differed from the equations for the other groups in that SAT-V is the predictor of primary importance rather than high school grades. Weights derived on a random sample of the student body caused substantial shrinkage of the multiple R only in the black male sample. Both black males and black females were significantly overpredicted by such weights. The importance of separate prediction equations for race-sex groupings was emphasized.     

PROGRAMS OF STUDY AS A BASIS FOR SELECTION, PLACEMENT AND GUIDANCE OF COLLEGE STUDENTS

Studies of collegiate success and attrition are generally conducted at the all-college level. The definition of academic programs that are homogeneous in the abilities and interests of their students and the grading standards of their faculties may lead to more accurate prediction of success and more effective control of attrition.
Homogeneous curricular groups were defined via Ward's hierarchical grouping analysis applied to curricular means on high school percentile rank, four ACT subscores, first semester GPA, and 16 Kuder scores. Programs so defined differed on scientific-verbal and competitive level dimensions. Prediction of grades was more accurate within programs than colleges. Drop and transfer rates were correlated with discriminant scores.
The programs are discussed as promising units within which differential selection and placement strategies might reduce attrition.     

POSTDICTION STUDY OF THE GRADUATE RECORD EXAMINATION AND EIGHT SEMESTERS OF COLLEGE GRADES1

Data from a postdictive study of the tests of the Graduate Record Examination and the eight semesters of undergraduate grade averages, each semester's average being computed independently of the rest, are presented. Postdictive validities of the aptitude portions of the GRE are essentially similar to predictive validities obtained earlier by the senior author. Both predictive and postdictive validity gradients over the eight semesters are relatively steep, with freshman grades having the highest correlations with the tests. The validity gradient for all advanced tests combined does not follow the pattern for the aptitude tests, but neither does it show the opposite gradient. Advanced test results are most highly correlated with sophomore grades, but the validity gradient over the eight semesters is relatively flat. A small scale extension of this research into post baccalaureate training indicated that senior grades were most predictive of graduate criteria, but a larger scale study is clearly called for. Possible implications for ability theory and for selection of graduate students are discussed.     

长征精神与大学生思想政治教育

长征精神,就是坚持革命事业必胜的信念,不怕任何困难,实事求是,严守纪律,患难与共的精神.将长征精神运用于思想政治教育,不仅能推动精神文明建设的发展,还能培养大学生的文化自信,对大学生的成长成才发挥指导性作用.文章从长征精神的内涵出发,分析了其在大学生思想政治教育中的运用,研究了长征精神的内涵与思想政治教育的关系,指出了长征精神对于培养四有青年的重要意义.     

HIDDEN OPPORTUNITIES IN THE PREDICTION OF COLLEGE GRADES FOR DIFFERENT SUBGROUPS

The purpose of this paper was to examine the problems and opportunities of academic prediction for different ethnic groups. Several recent studies of academic prediction for blacks and whites were reviewed in regard to: 1) the situation in which the data were obtained; 2) the prediction technique employed, and 3) the data distribution likely to give rise to the obtained prediction indices. It was suggested that a total-group regression equation which "benefits" a minority group by overpredicting mean grade may actually be very disadvantageous if accompanied by a large error of estimate. The damage can be produced by precluding selection of the most qualified minority group members and thus lowering the groups' performance. Differential process theory was proposed as a potential source of explanations for differential prediction. It was proposed that alternative strategic approaches to scholastic tasks might alter the covariance of predictor tests with grades. Finally, it was suggested that, under certain circumstances, the patterns of standardized regression weights in the prediction of grades, might suggest group difference in problem-solving strategies.     

FACTORS PREDICTING SCIENCE ACHIEVEMENT OF IMMIGRANT AND NON-IMMIGRANT STUDENTS: A MULTILEVEL ANALYSIS

This study, employing hierarchical linear modeling (HLM), sought to investigate the student-level and school-level factors associated with the science achievement of immigrant and non-immigrant students among a national sample of 22,646 students from 896 schools in Canada. While student background characteristics such as home language, family wealth, and socioeconomic status were significant predictors of science achievement for non-immigrant students, these factors were not significantly associated with immigrant student science achievement. Student attitudes, engagement, and motivation in science and information and communication technology familiarity were significant predictors of science achievement for both immigrant and non-immigrant students. Whereas teacher shortage was associated with science achievement for immigrant students, school size was associated with science achievement for non-immigrant students. Implications of the findings are discussed.     

大学生膳食营养状况分析与探讨

合理营养是全面提高大学生身体素质的重要保证。文章采用24h回顾法,通过对本校272名学生进行连续5小时的膳食调查并进行了膳食营养状况分析,结果表明学生的膳食结构基本合理,但需要进一步完善以保证均衡饮食和合理营养。