Selectivity bias and the determinants of SAT scores

The determinants of state-wide average SAT scores are estimated for 1982 in a regression analysis which corrects for the proportion of students taking the test. The selectivity correction has a large impact on the estimates of the effects of other variables. Little effect of schooling variables (teachers' salaries, teachers per pupil, other expenditures) is found in the selectivity-adjusted estimates, except that large schools seem to depress SAT scores and private schools enhance scores. State-wide high school graduation standards also do not explain SAT score variation. In contrast, several demographic variables are quite important, including family size, the college-educated fraction of the population, and female-headed households. We can explain some of the SAT score decline in the 1970s with these cross-section estimates, suggesting that the decline over time is not due to changing resources for schooling but, in part, to changing demographics. In particular, a large part of the recent SAT score decline was caused by the large families of the post-war baby boom.     

The predictive validity of the Phelps Kindergarten Readiness Scale

This study assesses the predictive validity of the Phelps Kindergarten Readiness Scale (PKRS) for later academic achievement and explores the utility of a domain‐specific measure of kindergarten readiness. Kindergarten readiness scores were significantly correlated with both math and language arts achievement as measured by New York State fourth‐grade assessments for 148 students in a suburban, northeastern public school. In addition, each of the PKRS domains (Verbal, Perceptual, and Auditory) was correlated with later academic achievement. Two simultaneously calculated regression analyses showed that language arts skills were best predicted by the Verbal and Auditory domains of the PKRS and that math achievement was more complexly determined by all three readiness domains. Structural equation modeling using AMOS‐4 showed that the latent construct readiness, as measured by the PKRS domain scores, was positively and significantly related to the latent construct academic achievement. Finally, this relationship held when age, gender, and behavioral indices at the time of kindergarten screening were used as moderator variables. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 509–516, 2004.     

基于效用理论对我校博雅学院教育模式的思考

本文对当前独立学院现状和生存发展面临的一些问题进行分析和探究,运用效用理论,分析出实现学生效用最大化的方法策略,通过制定弹性教学计划、配备合理师资、借鉴学徒制经验建立基于效用的教育新模式。     

A comparison of learning disabled college students' achievement from WRAT and PIAT grade,standard, and subtest scores

Although there have been a number of studies that compared the test results of the Wide Range Achievement Test (WRAT) and the Peabody Individual Achievement Test (PIAT), none had been accomplished with a group of college-aged learning disabled students. Indeed, few researchers had investigated populations over 16 years of age, and none had compared grade scores and standard scores with appropriate subtest scores as derived from these two instruments. With the recent emphasis on postsecondary education for the learning disabled, it is deemed critical that researchers should develop a data base for study of this population. The current research demonstrated that although both tests purport to measure academic achievement in reading, spelling, and arthmetic, in reality, significantly different scores are derived when WRAT (1965, 1978) norms are compared to PIAT (1970) norms as stated in grade scores and standard scores. These significant differences in the grade and standard scores clearly indicate that the WRAT and the PIAT, particularly in regard to arthmetic and to a lesser degree to reading, are not interchangeable instruments of academic achievement.     

The validity of IQ scores derived from readiness screening tests

The Screening Test of Academic Readiness (STAR) and the Peabody Picture vocabulary Test (PPVT) were administered to 52 kindergarten children to reveal the convergent validity of IQ scores derived from the STAR. A low but significant correlation of.45 was found. However, the mean PPVT-IQ was 98 (in keeping with the expected mean of 100), while the mean STAR-IQ was 119. This 21-point difference was highly significant. These findings raise doubts about the validity of the deviation IQs derived from the STAR. Users of the test are encouraged to use an independent measure of IQ rather than place unwarranted reliance on the derived IQs.     

The relationship between student orientations to college,sat scores,and Rotter I-E scores

Over 2000 undergraduates for whom SAT scores were available completed the Student Orientations Survey (SOS) and the Rotter I-E Control Scale. F tests showed that high SAT-Verbal scores were associated with an Exploratory orientation to college, and low SAT-Verbal scores with a Preparatory outlook. Low SAT-Math scores were associated with three of the Preparatory scales, but also with three of the Exploratory scales of the SOS. In terms of SOS results, individuals with high-Verbal/low-Math scores tended to have an Exploratory orientation and individuals with low-Verbal/high-Math scores were more Preparatory in their outlook toward college. SAT pattern was not associated with Rotter I-E scores. The relationship between I-E scores and SOS scale scores indicated that inner control, as measured by the Rotter scale, does not appear to be synonymous with autonomy and a liking for self-direction. Suggestions for further research into the congruence of students' educational attitudes with institutional philosophies, departmental objectives, and the orientations of instructors were discussed.     

论计算机等级考试对大学计算机基础课的影响

本文首先就计算机等级考试存在的主要问题进行了简要的分析,同时阐述了计算机等级考试的主要作用。最后针对于此,提出了改善计算机等级考试的主要措施。旨在通过于此,全面提升计算机等级考试和计算机基础课程的整体水平。     

Determinants of undergraduate GPAs: SAT scores, high-school GPA and high-school rank

The primary purpose of the study is to assess the degree to which SAT scores, high-school GPA (HSGPA) and class rank predict success in college. Data collected from students enrolled in several sections of Principles of Economics at the University of South Carolina in 2000 and 2001 are used to study the relation between college GPA (the dependent variable) and high-school rank, HSGPA, and SAT scores (the key independent variables). We also investigate whether there are race–sex differences in the likelihood of success in college. Further, we study the degree to which students with varying backgrounds are likely to be eligible for statewide scholarships and to retain them after enrollment.     

The construct validity and predictive validity of a self-efficacy measure for student teachers in competence-based education

This study intends to investigate the validity of a self-efficacy measure which is developed for predictive and diagnostic purposes concerning student teachers in competence-based education. CFA results delivered converging evidence for the multidimensionality of the student teacher self-efficacy construct and the bi-factor model as underlying structure, reflecting a teacher competence framework. Factor loadings of the bifactor model evidenced the theoretical assumption that incipient student teachers enter the programme with a global undifferentiated sense of teacher self-efficacy, having teaching experiences a further differentiation takes place to a partly differentiated sense of teacher self-efficacy. Logistic regression analysis revealed that the measure succeeds in predicting students’ first-year outcomes and delivered evidence for the diagnostic value of the scale.     

Life adjustments of college freshmen with and without learning disabilities

This paper reports the results of a study comparing college freshmen with learning disabilities (LD) and freshmen with no learning disabilities (NLD). Four data collections over one academic year were completed on a total of 72 students (LDn=39; NLDn=33). Results of the study indicated differences between groups in their initial choice of living accommodations and in the changes made over the year: the overall trend was for students with LD to become more dependent on their families, while students with NLD were becoming less dependent on their families. With regard to academics, students with LD reported spending significantly less time in study and course preparation, as well as greater pessimism about success in coursework. Despite their pessimism, the actual GPA attainment of students with LD was similar to that of NLD peers. Whereas both groups initially predicted it would be easy to adjust to the academic and social nature of college, students with learning disabilities ultimately reported being dissatisfied with the social climate on campus. No differences were found between LD and NLD students regarding their motivation for attending college, or their plans for final degree attainment.     

The relationship between self reports of college experiences and achievement test scores

This study evaluated the feasibility of using students' self reports of the academic development and college experiences as proxies and policy indicators for a national assessment of undergraduate education. Results indicated that self reports of academic development should be used with care as proxies for a national test. Particularly important are issues of content overlap and differences in the measurement methods. Results from the second part of this study supported using self reports of college experiences as policy indicators to improve undergraduate education.Paper presented at the annual forum of the Association for Institutional Research, New Orleans, May 1995.     

Concurrent and predictive validity of the LET-II for average children

Memory tests, such as the Learning Efficiency Test-II (LET-II), have frequently been used to describe the memory characteristics of special populations such as persons with learning disabilities, brain damage, or Alzheimer's disease. Yet, few research studies have examined the memory characteristics of normally functioning children and compared these characteristics to their performance on ability tests or real-life achievement criteria. This study investigates the predictive and concurrent validities of the LET-II for performance on the Kuhlmann-Anderson Tests (K-A), class grades, and actual grade level functioning in reading and mathematics for third and fourth grade children of average intelligence. The LET-II memory factor scores correlated significantly with the K-A scores, class grades and actual grade level functioning in reading. The relevance of these findings for norm-referenced psychological tests, and in particular memory tests, in real-life settings is examined. © 1996 John Wiley & Sons, Inc.     

Concurrent and predictive validity of career development inventory

After an overview of the situation in vocational guidance for Quebec young people, we present the results of a study of the predictive validity of the Career Development Inventory adapted for French schools in Quebec. This study demonstrates that the instrument could be used to predict student perseverance and satisfaction in their professional choices. We then present the results of a second study which verified the concurrent validity of the Career Development Inventory by comparing the results obtained using this instrument with those obtained using the Career Education Questionnaire with the same students.     

浅谈中学历史学科高考复习的有效性

从突出对主干知识的把握、重视学科内综合能力的形成、增强对社会热点问题的敏感性、进行适当的点拨和训练以形成科学的思雏习惯、思维方法和思维能力等方面介绍高考历史复习有效性.     

The effects of the great recession on college majors

How did the Great Recession affect the college degree fields? Utilizing the geographic variation in the severity of the recession in the US, I answer this question using the differences-in-differences and synthetic controls approaches. To explore these effects systematically, I categorize fields based on their sensitivity to the recession. The results show that there was a shift from recession-sensitive majors towards recession-resistant majors. The effects were immediate and larger for more local institutions. These findings suggest that students’ expectations about future labor market outcomes are affected by shocks to the current local labor market conditions.     

The effects of the Kalamazoo Promise on college choice

On November 10, 2005, then Superintendent of the Kalamazoo Public School System, Janice Brown announced—to the surprise of Kalamazoo’s residents—the beginning of the Kalamazoo Promise. Fully funded by a set of anonymous donors, the Kalamazoo Promise is an urban revitalization program that offers up to four years of free tuition to any public college or university in the state of Michigan for graduates of the Kalamazoo Public School system who meet certain eligibility criteria. Using the subsidy as a source of exogenous variation in the price of college, we use quasi-experimental methods to evaluate the impact of the subsidy on college choice. We find that the Kalamazoo Promise increases the likelihood that students from Kalamazoo Public Schools consider public institutions in Michigan. In addition, we find that the Kalamazoo Promise especially impacts the college choice set of students from families who earn less than $50,000 in annual income.