Predicting Freshman Grade‐Point Average from Test Scores: Effects of Variation Within and Between High Schools

Most studies predicting college performance from high‐school grade point average (HSGPA) and college admissions test scores use single‐level regression models that conflate relationships within and between high schools. Because grading standards vary among high schools, these relationships are likely to differ within and between schools. We used two‐level regression models to predict freshman grade point average from HSGPA and scores on both college admissions and state tests. When HSGPA and scores are considered together, HSGPA predicts more strongly within high schools than between, as expected in the light of variations in grading standards. In contrast, test scores, particularly mathematics scores, predict more strongly between schools than within. Within‐school variation in mathematics scores has no net predictive value, but between‐school variation is substantially predictive. Whereas other studies have shown that adding test scores to HSGPA yields only a minor improvement in aggregate prediction, our findings suggest that a potentially more important effect of admissions tests is statistical moderation, that is, partially offsetting differences in grading standards across high schools.     

New Perspectives on the Correlation of SAT Scores, High School Grades, and Socioeconomic Factors

In studies of the SAT, correlations of SAT scores, high school grades, and socioeconomic factors (SES) are usually obtained using a university as the unit of analysis. This approach obscures an important structural aspect of the data: The high school grades received by a given institution come from a large number of high schools, all of which have potentially different grading standards. SAT scores, on the other hand, can be assumed to have the same meaning across high schools. Our analyses of a large national sample show that, when pooled within-high-school analyses are applied, high school grades and class rank have larger correlations with family income and education than is evident in the results of typical analyses, and SAT scores have smaller associations with socioeconomic factors. SAT scores and high school grades, therefore, have more similar associations with SES than they do when only the usual across-high-school correlations are considered .     

Contextual Factors Associated With the Validity of SAT Scores and High School GPA for Predicting First-Year College Grades

Prior research has shown that there is substantial variability in the degree to which the SAT and high school grade point average (HSGPA) predict 1st-year college performance at different institutions. This article demonstrates the usefulness of multilevel modeling as a tool to uncover institutional characteristics that are associated with this variability. The results revealed that the predictive validity of HSGPA decreased as mean total SAT (i.e., sum of the three SAT sections) score at an institution increased and as the proportion of White freshmen increased. The predictive validity of the three SAT sections (critical reading, mathematics, and writing) varied differently as a function of different institution-level variables. These results suggest that the estimates of validity obtained and aggregated from multiple institutions may not accurately reflect the unique contextual factors that influence the predictive validity of HSGPA and SAT scores at a particular institution.     

The Effect of Ignoring Classroom‐Level Variance in Estimating the Generalizability of School Mean Scores

Contemporary educational accountability systems, including state‐level systems prescribed under No Child Left Behind as well as those envisioned under the “Race to the Top” comprehensive assessment competition, rely on school‐level summaries of student test scores. The precision of these score summaries is almost always evaluated using models that ignore the classroom‐level clustering of students within schools. This paper reports balanced and unbalanced generalizability analyses investigating the consequences of ignoring variation at the level of classrooms within schools when analyzing the reliability of such school‐level accountability measures. Results show that the reliability of school means cannot be determined accurately when classroom‐level effects are ignored. Failure to take between‐classroom variance into account biases generalizability (G) coefficient estimates downward and standard errors (SEs) upward if classroom‐level effects are regarded as fixed, and biases G‐coefficient estimates upward and SEs downward if they are regarded as random. These biases become more severe as the difference between the school‐level intraclass correlation (ICC) and the class‐level ICC increases. School‐accountability systems should be designed so that classroom (or teacher) level variation can be taken into consideration when quantifying the precision of school rankings, and statistical models for school mean score reliability should incorporate this information.     

The Effect of Coaching on the Predictive Validity of Scholastic Aptitude Tests

The present study was designed to examine whether coaching affects the predictive validity and fairness of scholastic aptitude tests. Two randomly allocated groups, coached and uncoached, were compared, and the results revealed that although coaching enhanced scores on the Israeli Psychometric Entrance Test by about 25% of a standard deviation, it did not affect predictive validity and did not create a prediction bias. These results refute claims that coaching reduces predictive validity and creates a bias against the uncoached examinees in predicting the criterion. The results are consistent with the idea that score improvement due to coaching does not result strictly from learning specific skills that are irrelevant to the criterion.     

The Predictive Validity of Interim Assessment Scores Based on the Full-Information Bifactor Model for the Prediction of End-of-Grade Test Performance

Interim tests are a central component of district-wide assessment systems, yet their technical quality to guide decisions (e.g., instructional) has been repeatedly questioned. In response, the study purpose was to investigate the validity of a series of English Language Arts (ELA) interim assessments in terms of dimensionality and prediction of summative test performance, based on Grade 6 student data (N = 4,651) from a larger, urban district. Factor analytic results supported modeling the interim test data in terms of a bifactor model (Gibbons & Hedeker, 1992), with items reporting moderate to high relationships to the primary dimension (i.e., ELA) and varying estimates on the secondary domains. Hierarchical multiple linear regression results indicated that primary ELA scores were the strongest predictors of summative test performance, with subscale scores not improving predictive accuracy. Findings address issues pertaining to investigating the technical quality of test data widely used in district-wide assessment systems.     

The Reliability and Validity of Weighted Composite Scores

The scores on 2 distinct tests (e.g., essay and objective) are often combined to create a composite score, which is used to make decisions. The validity of the observed composite can sometimes be evaluated relative to an external criterion. However, in cases where no criterion is available, the observed composite has generally been evaluated in terms of its reliability. The analyses in this article are based on a simple, content-based model for the validity of the observed composite as an estimate of a target composite, based on a priori weights for the 2 tests. The results suggest that giving extra weight to the more reliable of the 2 observed scores tends to improve the reliability of the composite, and up to a point tends to improve its validity. Giving too much weight to the more reliable score can decrease the validity of the observed composite as a measure of the target composite.     

The Reliability and Validity of Quick Tests With High School Seniors

The Quick Word Test (QWT), Quick Number Test (QNT), and a number of criterion verbal and numerical tests were related with the English and Math grade point average (GPA) scores in this study. The QWT, in general, had lower correlations with English GPA scores than the criterion tests. The correlations between the QNT and the Math GPA was approximately at the same level as the criterion measures.     

家校合作对初中生认知能力测试成绩的影响

借助中国教育追踪调查数据,运用主成分分析法和多元回归法探究家校合作对初中生认知能力测试成绩的影响。结果发现:家长是否参加家长会、家长与教师联系的频率和学校举行家校活动的频率这三个家校合作变量能够显著正向地影响学生的认知能力测试成绩,并且相较于七年级学生,对九年级学生影响更大。基于此提出建议:家长、教师、学校和教育部门都应该积极为家校合作的开展做出努力,发挥各自优势,促进学生更好地发展。     

The Relationship Between Interparental Conflict and Self‐Reported Grade Point Average Among College Students

Interparental conflict has been shown to have a negative effect on the academic success of children and adolescents. This study examined the relationship between college students' (N = 143) perceived levels of interparental conflict, their living arrangement, and their current self‐reported grade point average. Participants who experienced more interparental conflict, specifically female students and those living away from home, reported a lower grade point average. Implications for college counselors are discussed.     

Within‐High‐School Versus Across‐High‐School Scaling of Admissions Assessments: Implications for Validity and Diversity Effects

Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. However, the SAT is scaled nationally across all test takers while HSGPA is scaled locally within a school. In this study, the researchers propose that this difference in how SAT scores and HSGPA are scaled partially explains differences in validity and subgroup differences. Using a large data set consisting of 170,390 students each of whom matriculated at one of 114 separate colleges, the researchers find that awarding SAT scores by ranking SAT within a high school generally results in substantial reduction in the size of subgroup mean differences for this predictor. However, validity for predicting first‐year GPA is also reduced by a small amount. Conversely, placing HSGPA onto a nationally normed metric through the use of multiple regression procedures results in a moderate increase in the size of subgroup mean differences, while also producing a small increase in validity. Taken together, these findings suggest that differences in predictor scaling can partially explain differences in the size of subgroup mean differences between HSGPA and SAT scores and have implications for predictive power.     

从一个高中生的角度看社团建设对高中生的影响

目前,高中社团建设越来越受到重视,高中三年是人生中至关重要的三年,除了课堂学习以外,高中生还要用丰富多彩的社团活动主动营造全面成长的天地,参加社团活动使当代高中生锻炼了能力、展现了自我,提高了素质,缓解了学习和心理压力,提供了全面发展的舞台。     

中学作文教学的现状与思考

作文教学是中学语文教学的重要组成部分,中学作文教学应引导学生关注社会、关注生活,强调学生情感体验,凸显人文色彩。中学作文教学应是一个系统工程,从教材的编写到课程的设置,从教学的设计到学生训练过程,都要作出科学合理、符合不同阶段教学需求的安排。学校要重视语文教学,重视学生写作能力的培养。教师要树立正确的写作观念,指导学生进行科学的写作训练。     

性别和种族对美国SAT考试成绩影响的定量分析

SAT(Scholastic Assessment Test)作为美国目前广为接受的大学入学考试,其公平性一直遭受质疑,尤其是在性别、种族等敏感领域。基于美国某高中学生的SAT数据,运用最小二乘估计法,建立了关于SAT考试成绩的单方程线性回归模型。回归结果显示在保持模型中其他因素不变的情况下,SAT考试的确存在性别和种族歧视,且性别对成绩的影响要大于种族对成绩的影响。最后结合2016年SAT考试的公平性改革,探究SAT的未来发展方向及对我国新高考改革的借鉴。     

Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance

We compared the extent to which the long-term influence of family socioeconomic status (SES) on children's school performance from age 7 through 16 years was mediated by their preschool verbal and nonverbal ability. In 661 British children, who completed 17 researcher-administered ability tests at age 4.5 years, SES correlated more strongly with verbal than nonverbal ability (.39 vs. .26). Verbal ability mediated about half of the association between SES and school performance at age 7, while nonverbal ability accounted for a third of the link. Only SES, but not verbal or nonverbal ability, was associated with changes in school performance from age 7 to 16. We found that SES-related differences in school performance are only partly transmitted through children's preschool verbal abilities.     

浅谈民族中专英语教学现状及对策

结合教学实际,分析了中专英语教学中遇到的各种问题,在充分调查研究学生英语学习现状的基础上,以科学发展观为指导,从学生的实际出发,提出了几点可行的提高英语教学水平对策。     

An Analysis of Cloze Design in High School on the Basis of Validity

Cloze tests, introduced by W.L.Taylor in 1953, is a quick, economical method of measuring overall language proficiency. Cloze test considered to be an indispensable part of College Entrance Examination. Therefore it is necessary to do some research on how to better design and assess the validity of a cloze test by reader’s readability of texts in high school.     

Effects of Emphasizing Hypothetico‐Predictive Reasoning within the Science Learning Cycle on High School Student's Process Skills and Conceptual Understandings in Biology

This study examined the effects of adding a prediction/discussion phase at the beginning of a three‐phase learning cycle involving exploration, term introduction, and concept application. The added phase required high‐school biology students to individually write out predictions with explanatory hypotheses concerning concepts in genetics, homeostasis, ecosystems, and natural selection. This was followed by interactive debate of predictions and reasons. Data sources included questionnaires, field observations, teacher/researcher daily log reports, and a battery of tests to assess cognitive changes. Hypothetico‐predictive reasoning and logical argumentation served as cognitive‐development processes which prompted students to construct and deconstructed their procedural and declarative knowledge. The prediction/discussion‐based learning cycle instruction, when compared with traditional learning cycle instruction, produced significant gains relative to the use of process skills, logical‐thinking skills, science concepts, and scientific attitudes. Guidelines were generated for developing, teaching, and evaluating prediction/discussion based learning cycles. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1127–1147, 1999     

高中课程现状:高中教师究竟怎么说

2003年1月至7月,普通高中课程研究调研组在四川、宁夏、甘肃、江西、广西、广东等十五个省份发放问卷,了解我国普通高中课程总体状况。该问卷由三部分组成:(1)被调查者部分信息。设单选题7道,主要调查被调查者个人信息及其对高中的关注情况。(2)满意度调查。设单选题23道,主要调查被调查者对高中课程及其相关因素的满意度。(3)意见调查。设开放题1道,主要征询被调查者对高中毕业生的素质、高中课程的选择性和灵活性、高考招生制度改革等问题的意见和建议。此次问卷调查了1750位高中教师,其中有70位教师对开放题做了回答。在输入、整理这70位…